vision for the future of education: cemps

THE COLLEGE OF ENGINEERING, MATHEMATICS AND PHYSICAL

SCIENCES

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Vision for the Future of Education | CEMPS

CONTENTS

Introduction4

A Note on Data6

The Original Vision for Education7

Executive Summary8

1. Assessment and Feedback10

2. Academic Excellence12

3. Developing Learning Resources13

4. Research-Led Teaching14

5. Improving the Exam Experience15

6. Enhancing Career Opportunities16

7. Outstanding Study Space17

8. Helping Students to Manage Course Costs18

9. Support for Students - Pastoral Care, Placements and Studying Abroad19

10. Attracting and Welcoming Outstanding New Students20

Targets and Impact Measures21

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The Sunday Times Good University Guide 2014 this autumn placed Exeter 8th in the UK. Last year (2012-2013) we were Sunday Times University of the Year. But we are not at all complacent. We want you to have an outstanding experience, to have an excellent course, to have lots of activities and opportunities, to really understand the benefits of being in a top research and top world university, and to top all this by getting into a really great job, or Masters’ programme.

We can only do this with you and with such fantastic Unions: the Students’ Guild at Streatham and St Lukes and FXU at the Cornwall Campus at Penryn. We never underestimate the importance of our partnership. The sabbatical officers are some of the highest quality people you will find in Higher Education, anywhere!

The 2011 Vision document was really important. It helped me and our staff better understand your priorities, and the Students’

FOREWORDFROM THE DEPUTY VICE-CHANCELLOR

ACKNOWLEDGEMENTS

Guild is right, for example, to highlight the success of the three-week turnaround policy. We all believe that University transforms lives, and we want to do absolutely what we can to make that experience even better for you.

Turning the Students’ Guild’s attention now to Colleges is an extremely important thing for it to do. Imogen and Alex highlight the importance of data to ensure the Vision for each college is of the highest possible quality. That’s a feature of Exeter education: make sure your ideas and arguments are evidence based. We use data all the time. We look again and again at the National Student Survey, for example, at what the scores tell us. Even though we were 7th in the UK this year, we believe we can do better by making continuous improvements. We need you and the Students’ Guild to help us by getting involved, by contributing to this document and by making Exeter’s best education even better.

We wish to thank various people for their contribution to this project. Firstly, thank you to the students at Exeter. It is your comments that are at the heart of every word of these Visions and they are for you. Thank you also to Academic Representatives who work to make change in every discipline across the University and it is your comments in Student Staff Liaison Committee, which have driven these documents forward. You are by far the most important people around here, and don’t let anyone tell you otherwise.

Secondly, we would like to thank various members of Students’ Guild staff for their invaluable contributions; Gary McLachlan, Emily Stevens, Charlie Leyland, and Will Page for their work in collecting high quality data, drafting the Visions and giving the project fantastic staff support throughout. Our colleagues at FXU,

particularly Janice Mitchelson and Chaz Malyon, have also been instrumental both in gathering data from the Cornwall campus and in drafting relevant sections of these Visions. Becky Williamson has undertaken the gargantuan task of proof reading every Vision and Meri Wills has designed the beautiful documents that you are currently reading. Special thanks must also be extended to Dr. James Smith for his exceptional project delivery, his eternal enthusiasm, and his commitment to the pursuit of a high quality vision of student voice.

Finally, thank you to members of the University who have supported the project since the publication of the initial document. We look forward to creating action plans with you for the Visions, and we look forward to our input into the Education Strategy Review.

Imogen Sanders Alex Louch VP Academic Affairs 2012-13 VP Academic Affairs 2013-14

Janice KayDeputy Vice-Chancellor &Professor of Cognitive Neuropsychology

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In 2011, the University of Exeter Students’ Guild produced the first Students’ Vision for the Future of Education, a document outlining ‘the top 10 educational priorities students told us to campaign on.’

The document highlighted students’ aspirations and presented research that suggested ways of improving educational experience across the University.

The 2011 Vision was widely considered a valuable document and contained some real successes, most notably the introduction of the three-week turnaround policy, which has seen a marked rise in student satisfaction across the University. However, the world of higher education has changed significantly over the past two years and in order to improve on the solid foundations created by the 2011 Vision, the Guild’s priority has been to work with colleges to produce focused strategies for each. Whereas in 2011, there was one Vision, in 2013 there are eight; one each for Humanities, Business, CLES, CEMPS, CSSIS, Exeter Medical School, INTO and Postgraduate Research Students.

Naturally, the specific focus of these documents has required a great deal of research and numerous students and staff have been consulted in this process – our thanks go to them all. In addition, we have worked with a huge amount of data to ensure that these Visions are of the highest possible quality and to support our recommendations throughout. We hope that the results will set the standards in each college for years to come, helping to improve students experience and consolidate Exeter’s reputation for outstanding academic standards.

In pursuit of the best education in the world,

Imogen Sanders Alex Louch VP Academic Affairs 2012-13 VP Academic Affairs 2013-14

INTRODUCTIONFROM THE VICE PRESIDENT ACADEMIC AFFAIRS

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A NOTE ON DATAThe Visions for Education are the culmination of two years worth of data gathering. NSS, PTES, and MACE data have been considered, staff have been consulted, and national organisations like NUS have provided guidance. The Students’ Guild has also scoured the Teaching Awards nominations for examples of good practice contained within, and examples are occasionally quoted in the text. However, the main contributors to these Visions are the students of each college, and our thanks go to everyone who has contributed in some way. The main impetus has come from the academic representatives for each college, with Subject Chairs frequently passing key issues and data along to the Guild. However, numerous students from outside of the SSLC have visited the Guild’s ‘Have Your Say Hub’ or the Advice Unit with questions and concerns, all of which have been logged and considered. Open consultation events have also invited students to submit ideas, big or small, to be added to the evidence base, whilst focus groups have helped to clarify student opinion on particularly thorny issues. The result is that the opinions of hundreds of students have been taken into account in compiling the recommendations that are included within these Visions.

Where relevant, individual SSLC minutes or statistical data have been referenced where an issue is explicitly referred to, but no individual student has been named and all comments have been made anonymous.

In the case of the Business School, a final note of thanks must go to Grace Santos-Murphy, for providing the focus group data used in compiling the student written EQUIS submission. The report provided a valuable additional stream of information and, to reflect its worth, 9 of the 10 sections in the Business Vision opens with a quote from the report.

A NOTE ON THE COMPOSITION OF THE VISIONSAlthough the content of each of the Visions is different, there is naturally significant overlap in some of the issues raised between colleges. As an aide for those interested in tracking University-wide patterns, a summary document collating the issues and recommendations that reappear across colleges will appear on the Students’ Guild website once all of the Visions are finalised. Where points apply across all or several colleges, passages of the same text and recommendations appear verbatim in the Visions to provide additional continuity.

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In 2011, the Students’ Guild produced the first ever Vision for the Future of Education. The purpose of this section is to provide a very brief breakdown of the impact that the document had, highlighting some areas of success and more specific challenges for the future.

IMPACT

In 2012, when research for the Students’ Visions for the Future of Education began the Students’ Guild sent out a brief survey asking Heads of Department for their views on the 2011 Vision. The results were telling; 67% of those surveyed said that they had actively used the document to shape educational practice within their departments. Of that 67%, all believed that aiming to achieve the standards set by the document had improved the educational experience of their students, with many citing the three-week turnaround policy as the most significant success.

FEEDBACK FROM STAFF AND RATIONALE FOR 2013

When we surveyed staff to discover their opinions on the 2011 Vision for Education, we also asked for their impressions and areas for improvement. Staff feedback tended to be positive, with a good example given below:

“Rather than any one specific example, I think it rather served its purpose of keeping the educational experience high on the agenda for the University and was aspirational in what we should try to work towards.”

In addition to feedback, staff were also asked to make recommendations for the 2013 document. Two main points were raised: a) increased consultation with staff to ensure that the recommendations in the 2013 Vision are achievable and b) a more specific focus on the needs of each college. One academic summed up:

“As a high level document the current version is fine, but now the College level incarnation needs to be customized to the resources, staffing base and wishes of the College students. Like this, you end up with something that meets the desires of the specific students, but is grounded in realism as to what is achievable.”

By producing college based Students’ Visions for the Future of Education we hope to set bespoke, achievable goals for each college that will enhance the educational experience.

HEADLINE SUCCESSES

THREE WEEK TURNAROUND: The highest profile success story to emerge from the 2011 Vision for Education concerned the three-week turnaround policy. Section 2.4 of the Vision made the following recommendation: “From the academic year starting 2011 assignments should be returned to students within three weeks of submission’.”With the support of the University, this policy was implemented with high profile results. In the words of Jonathan Barry, former Dean of Taught Students: “Despite challenges, the introduction of the three-week turnaround in 2011-12 was a success: one measure of this is surely the 7% improvement in the University’s NSS result for ‘promptness of feedback’ this year, after five years of no improvement in this measure overall.”

IMPROVING ACADEMIC REPRESENTATION: Although the academic representation system at Exeter is still evolving, significant strides have been made in line with recommendations from the 2011 Vision for Education. To take some specific examples: in line with recommendation 4.2 PGR liaison forums have been introduced to improve postgraduate representation; ELE pages, increased departmental publicity and a brand new academic representation website have greatly increased the profile of reps in accordance with 4.6; and SSLCs now discuss MACE and NSS results as a matter of course as specified by recommendation 4.8.

CHALLENGES

ENGAGEMENT: Awareness of the Vision for Education amongst staff and students from FCH, INTO, postgraduate researchers, and Exeter Medical School was minimal. By focusing on specific colleges, we hope to extend the impact of our research.

PROVIDING POSTGRADUATE RESEARCH WORKSPACE: Section 5 of the 2011 Vision was devoted to the provision of PGR workspace. Data from the 2012 -2013 PGR liaison forums and PGR Academic Affairs shows that a lack of sufficient workspace remains the major concern for the majority of research students. This is representative of a weaker response to PGR issues across the University, something the 2013 Visions aim to remedy.

STUDENT STAFF RATIO AND ACADEMIC CONTACT: Recommendation 1.6 in the 2011 Vision specified that student staff ratio for seminars should not exceed 15:1. Although some progress has been made in this area, with the University continuing to employ new staff, achievement of this target is some way off. As the University continues to grow and the sector becomes increasingly competitive, this must remain an area of serious focus for the 2013 Visions.

THE VISION FOR EDUCATION 2011

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EXECUTIVE SUMMARYIn order to establish a Top 5 student experience in a world of increased fees and student expectations the Students’ Guild, Vision for the Future of Education sets out the following priorities that should be enacted as standard practice in CEMPS.

1. ASSESSMENT AND FEEDBACK

1.1 All feedback on written assignments must be delivered to students within three weeks.

1.2 A well-publicised schedule for all assessments and feedback would be a useful tool for students at the start of each year. Agreed deadlines for students receiving marks and feedbacks should be strictly adhered too.

1.3 All students should be offered an opportunity for one-to-one feedback on both assignments and exams. The methods for requesting exam feedback needs to be clarified and clearly communicated to students in advance.

1.4 Generic feedback on exams should be provided for all modules through ELE.

1.5 All module leaders should have well advertised office hours during which to meet. Uptake of this opportunity should be broadly monitored and considered with students at SSLC meeting.

1.6 CEMPS should encourage mid–term feedback on all modules, ideally with SSLCs invited to consider and analyse the result.

2. ACADEMIC EXCELLENCE

2.1 Students continue to express how much they value small group teaching and personal time with staff. Improvements in student / staff ratios are a priority for the student body.

2.2 All modules should have some small group teaching (1 staff / 12 students) by the 2014/15 academic year.

2.3 Personal tutors should have the time and resource to routinely overview all marks and feedback that their students receive. The value of personal tutors should be recognised in staff workload models.

2.4 Feedback on students’ academic performance should be considered by personal tutors at least once a year, or specific and proactive interventions should be attempted where students are consistently underperforming.

2.5 Students would value the opportunity to be consulted at every stage when their programmes are being designed, ensuring that they have a voice in the design of their course.

3. DEVELOPING LEARNING RESOURCES

3.1 Library resources should continue to grow rapidly, with students placed at the forefront of book / resource acquisition through the Library Champions Scheme.

3.2 ‘Question banks’ and past papers must be available for every module, including new modules.

3.3 Staff should be supported and encouraged to explore new teaching techniques and technologies through close collaboration with the Educational Enhancement team and CEMPS advisers.

3.4 With the use of ELE seen as increasingly important, students have requested that Exeter’s IT provision be updated so that all ELE pages and attachments can be viewed through all electronic devices.

4. RESEARCH-LED TEACHING

4.1 All modules should be informed by, or illustrated with, current research with students offered the opportunity to participate in the research process.

4.2 A well supported research dissertation option must be made available to all students.

4.3 All students should receive adequate training to feel fully comfortable engaging and participating in research.

4.4 The concept of an undergraduate student research conference has been well received, and should continue to be nurtured and extended.

4.5 Students’ participation in CEMPS research projects should continue to be integrated into degrees.

5. STUDENT ENGAGEMENT

5.1 The Students’ Guild would support CEMPS in reinvigorating their Change Agents scheme, seeking to identify and support at least one new project per SSLC each academic year.

5.2 All Subject Chairs should continue to be invited to sit upon relevant college and departmental level review boards.

5.3 CEMPS should seek to engage a group of students to specialise in Quality Assurance and Review.

5.4 CEMPS should continue to grow buddy and mentoring schemes, cross discipline where beneficial, to encourage and assist student development.

5.5 The additional staff support of student involvement with Change Agents, Sabbatical Elections, Teaching Awards and other SE projects within CEMPS has been thoroughly appreciated by students, who would like to see continued support for student engagement staff in the college.

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6. OUTSTANDING CAREER OPPORTUNITIES

6.1 CEMPS students consider it highly important that their departments continue to forge partnerships with well-regarded graduate employers and industrial partners.

6.2 The experience of Exeter alumni is seen as extremely useful, and it would be appreciated if efforts could be made to incentivise alumni to participate.

6.3 Students view placements with industrial experience or a work-based component, as being increasingly important, and support for such schemes should continue to grow.

6.4 Where possible, students should have a high level of exposure to the employers that visit and work with the University, either through Change Agents projects or through consultation with the Employability Service.

7. OUTSTANDING STUDY SPACE

7.1 It is imperative that students who come to campus to study have a quiet and appropriate space to do so, and as student numbers continue to grow, so must study space.

7.2 Students, from undergraduate to postgraduate level, would appreciate invitations to participate in all consultations on how space should be used in CEMPS buildings.

7.3 Development of lecture theatres and seminar rooms should include the latest visual, audio, and interactive (i.e. clickers) equipment which could greatly benefit student learning, particularly if staff continue to develop their use of online recourses to make lecture recordings widely available.

7.4 Particularly in the case of the Harrison Building, a review of space usage should be undertaken to ensure that students have the necessary study space, social space, and cafeteria facilities, especially considering the packed timetables that some students face on a regular basis.

8. HELPING STUDENTS TO MANAGE COURSE COSTS

8.1 Students need a comprehensive and realistic prediction of potential course costs at the start of each academic year to avoid financial surprises.

8.2 All hidden course costs should be eliminated, with all core textbooks, printing, calculators, and other learning costs covered by CEMPS.

9. SUPPORT FOR STUDENTS – PASTORAL CARE, PLACEMENTS, AND STUDYING ABROAD

9.1 Following consultation with CEMPS students and the Guild Advice Unit, it has been suggested that CEMPS reviews support services for students who require mitigation.

9.2 Students would appreciate additional opportunities to study overseas, allowing them the chance to experience new cultures and get to grips with the international market.

9.3 Following some student concerns relating to their accommodation and travelling arrangements when on placement outside of Exeter, students would appreciate increased consultation and support on how to ensure a safe and enjoyable placement experience.

10. ATTRACTING AND WELCOMING OUTSTANDING NEW STUDENTS

10.1 The Students’ Guild supports the introduction of a ‘Your Exeter’ portal for all new students who have accepted a place.

10.2 Increased feedback from alumni should be sought to inform module choice and help prepare new students for their University experience.

10.3 International students should receive a thorough induction that prepares them for life in the college. This should include every new international student and feature an enhanced focus on academic misconduct and exam procedures.

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Students across the University continued to see three-week turnaround as a priority, citing a number of cases where this target had failed to be met.2 However, the problem does appear to be particularly acute within CEMPS, as evidenced by both a significant number of cases where the three week rule has failed to be met in 2012/13 and by the college’s feedback scores in the NSS.3

Although the situation appears to be improving in 2013/14, the Students’ Guild would reiterate the primary point from the 2011 Vision: all feedback on written assignments must be delivered to students within three weeks.4 However, at the current time there has been no desire to see this turnaround period shortened further, nor is the 2011 Vision’s recommendation that ‘the norm should be two weeks from 2012’ considered a viable option at the current time.5 Rather, staff need to ensure that the three week target is met regularly, whilst still providing a consistently high quality of feedback. There is a general recognition that staff work very hard to make the three-week turnaround deadline, but a focus on improving the quality of feedback is of equally high priority. One student provided the following comment:

‘Clarity over the mark scheme is crucial, and the way various types (of assessment) such as presentations, lab reports and essays all need examples and explanations of how marking takes place to show how this happens’6

When problems with printing have arisen, clarity over exactly what needs to be done to achieve top marks and a lack of good quality feedback appear to be the issues most frequently raised.

Another opinion consistently expressed by students is that they greatly appreciate the personal time that staff devote, both to giving feedback and supporting their learning. Regardless of the quality and breadth of feedback provided by other means, one-to-one feedback on difficult assignments remains invaluable, leading to the recommendation that all students should be offered an opportunity for one-to-one feedback on both assignments and exams. Appreciation for this kind of approach comes across strongly in the Teaching Awards, as epitomised by the following submission in the category of Best Feedback Provider from the Engineering SSLC:

“This lecturer is very busy but, nevertheless, his office door is always open - whether it is for five minutes’ advice on module choices or to work through a problem which takes half an hour. His coursework is always returned within the three-week turnaround with fair, detailed feedback showing where errors were made and how to improve for future submissions.”7

As alluded to above, one area where students would like more feedback is on exam work. In most cases, students feel comfortable requesting feedback on written assignments, but feel far less confident about their ability to request feedback or clarification on marks received from exams. Once again, students would value the opportunity to receive additional feedback, but would also appreciate the transparency of understanding how their exam marks had been reached. Individual feedback should be available for all examinations to enhance and develop student learning. The method for requesting exam feedback should be clarified and clearly communicated to students in advance. Furthermore, to ensure clarity for all in the examination processes and help inform module choice, generic feedback on exams should be provided for all modules through ELE.

Other issues relating to feedback continue to appear. One issue raised regularly at SSLCs and Academic Affairs meetings has been the concern that deadlines for the return of assessed works have failed to be met, often through no fault of teaching staff, but as a result of insufficient IT capacity.8 Missed deadlines for the return of work has caused students some unease this year, and it has been requested that a coherent plan outlining when results will be forwarded to students should be distributed at the start of each academic year. Deadlines for students receiving marks and feedback should be strictly adhered to.

One final note on assessment deadlines is that groups of students across the University have intermittently requested that, where possible, deadlines are staggered to avoid several assessments all being due in on one day. This is not an issue that is universally seen as something that needs changing. It has been noted that when students graduate they will often have no control of deadlines in their working world, making planning and writing assignments correctly to a deadline a very important life skill.

1. ASSESSMENT AND FEEDBACK

Since the Students’ Guild’s 2011 Vision for the Future of Education, students across the University have expressed their gratitude and admiration for the vast majority of teaching staff who have returned work within the specified three-week turnaround period. Not only has this seen an increase in student satisfaction with feedback in the National Student Survey, but it has also afforded students the peace of mind of knowing when their work will be returned to them.1

1 2012 National Student Survey.2 In particular, see STEM Academic Affairs, 2012/2013, term 2.3 2013 National Student Survey.4 See the University guidelines for further details: http://as.exeter.ac.uk/media/level1/academicserviceswebsite/academicpolicyandstudentadministration/documents/assessmentandfeedback/ for_web_3-week_turnaround_issues_comms_from_Dean.pdf

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1In addition, this appetite for feedback goes both ways and students throughout the University have expressed a great deal of support for the concept of being empowered to offer mid-term feedback on modules that they have been taking. Their reasoning is simple: students are often unsure where feedback from MACE actually goes and often feel that their comments are not appropriately addressed, particularly when they are only asked for feedback once their module has been completed.9 By giving students the opportunity to make comments throughout the module, the University would empower the students to make changes to the way that their degree is taught. The potential to, in some cases, have an instantaneous impact on their education would add a significant further incentive to use MACE. In instances where students raise problems that are insurmountable in the short-term, the opportunity to have a clear and informative explanation from their module leader would be invaluable. The Students’ Guild therefore supports the implementation of mid-term feedback across the University - CEMPS should encourage mid–term feedback on all modules, with SSLCs invited to consider and analyse the techniques and effectiveness of the staff-student dialogue.

5 Vision for Education, 2011, 4.6 CEMPS student, 2013/14.7 Teaching Awards submission from Engineering SSLC, ‘Best Feedback Provider’, 2013.8 Once again summarised at STEM Academic Affairs, 2012/2013, term 2. This is a University wide issue, and not particular to CEMPS.9 MACE Feedback Focus Group, term 1, 2012/2013.10 2012 = 171 nominations; 2013 = 380 nominations.

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22. ACADEMIC EXCELLENCE

From the Students’ Guilds’ perspective, 2012/2013 appears to have been a fantastic year for CEMPS. Students have continually reported how engaging their teaching staff have been; a fact reflected in almost 400 Teaching Awards nominations received by staff in the college.10 Research inspired teaching is perhaps more evident in CEMPS than in any other college, and the majority of students appear to be stimulated and enthused by their course.11 In order to maintain these high levels of satisfaction, personal time with staff and a good balance of contact hours remains a priority. Students continue to express how much they value small group teaching and personal time with staff.12 As a result, improvements in student / staff ratios are seen as a high priority by the student body. Where possible the recruitment of new teaching staff is seen as highly beneficial, whilst the University is encouraged to create more roles that have a career development path prioritising teaching ahead of research. The Students’ Guild continues to support the notion that all modules should have some small group teaching (1 member of staff / 12 students) by the 2014 / 2015 academic year.13

Another problem that has arisen from the issue of student / staff ratios, not only in CEMPS but throughout the University, centres on the role of personal tutors. There has been a degree of confusion over what personal tutors actually do – is their role primarily academic, pastoral, or a mixture of the two? This is particularly concerning as the 2011 Vision made the following recommendation:

3.4. Review the personal tutor system, ensuring minimum standards are being met (and exceeded) across the institution.14

However, this is an issue where very little progress has been made over the past two years and it is an area where student satisfaction remains low. In term 1 alone, 34% of SSLCs cited various deficiencies with their departments’ personal tutor system, mainly owing to this broad lack of understanding or a lack of opportunity to meet with their tutors.15 It is therefore suggested that the University and CEMPS conduct reviews into how the personal tutoring system currently operates in order to clarify a) the role of the personal tutor, b) how this role is communicated to students, and c) how each department ensures that the system is working effectively. Although students recognise that staff are under more pressure than ever to complete research

and hit teaching targets, there is a general feeling that there can be no substitute for personal contact with staff. Ideally, personal tutors should have the time and resource to overview all marks and feedback that their students receive. This should be considered with the student at least once a year or as a proactive intervention if there are clear issues emerging. Personal tutors could also have a role in helping students to reflect upon their personal engagement with aspects of the University experience as outlined later under ‘Student Engagement’.

The final recommendation in this section concerns the creation and delivery of new modules. CEMPS has been increasingly effective this year in involving students from both campuses in departmental meetings at all levels of the college. However, some comments from students have reflected a desire to have a more thorough input into module and course creation. Students would value the opportunity to be consulted at every stage when new modules are being designed (ideally through the SSLC), ensuring that they have a voice in the design and continuous development of their course.

One additional point for development lies in the relationship with Cornwall. Although Cornwall representatives appreciate being invited to participate in departmental meetings electronically, it has been noted that it can often be quite hard to participate in discussions online.16 As with other colleges, the Students’ Guild would encourage CEMPS to ensure that Subject Chairs have the opportunity to travel between campuses to attend meetings. Not only will this facilitate greater communications between campuses, but it will also contribute to a feeling of integration between Cornwall students and Streatham students.

11 Every department in CEMPS was nominated by their students in the ‘Best Research Community Category.’ CEMPS are the only college that can boast this.12 For example: He takes it upon himself to learn the names of all the hundreds of students he teaches – an incredible effort which makes it a much more personal experience.

Comment from Engineering student.13 See section 7 for notes on expanding study space to accommodate the rise is student and staff numbers.14 Visions for Education, 2011.15 Academic Representation Update, Jan-Dec 2012/2013, 2.16 Research and Representation Satisfaction Survey, May – June, 2013.

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323. DEVELOPING LEARNING RESOURCES

17 2012 and 2013 National Student Survey.18 Academic Representation Update, December – January, 2012/2013, 4-5. SSLC minutes for Medical Imaging and Physics, 2012/2013, term 1, also noted that more input from the disciplines is currently required to make the scheme a success.

There is a general acceptance at Exeter, that although personal contact with teaching staff is of paramount importance, online technology can be used to enhance learning. ELE now forms the cornerstone of Exeter’s online learning experience and it should continue to be developed to accommodate new technologies. Students continue to value the use of ELE as a learning resource, but would like to see more lecture recordings, revision materials, and examples of interactive content used online. However, there are also concerns that not all staff are fully comfortable with using all aspects of ELE or indeed with other methods of technology enhanced learning. It is often reported that only the basics are utilised and students would like to see staff trained and empowered to make the most out of the University’s learning resources. This places an onus on the University’s Education Enhancement Unit to educate more staff on the opportunities that are available to them and train them to feel comfortable with using cutting-edge teaching technology. The following recommendation is therefore equally important to acquiring new facilities:

• Staff should be supported and encouraged to explore and adopt new teaching technologies through collaboration with EQE.

There are also ways in which ELE could continue to be developed, one of which has been increasingly commented on by students this year. With new students increasingly using a variety of electronic devices to manage their University experience and prepare work, there is a strong desire to see ELE made user friendly for users of different technologies. With the use of ELE seen as increasingly important, students have requested that Exeter’s IT provision be updated so that all ELE pages and attachments can be viewed through all electronic devices.

Another issue related to costs and allocation of resources lies with the library. The 2012 NSS reflected the fact that CEMPS students had a mixed satisfaction with their library resources. Whilst satisfaction in most areas is now reasonably high and NSS results improved in 2013, there is still room for improvement.17 For example, the ‘Library Champions’ scheme showed a that CEMPS students initially spent less on new resources than students in any other college, suggesting that both the Students’ Guild and CEMPS should offer students more support in developing their library resources.18 The following recommendation is the result:

• Library resources should continue to grow rapidly, with students placed at the forefront of book / resource acquisition.

There is one final request that has been made almost universally across the University – when new modules are created students would like the same learning resources to be available to them as would usually be available for longstanding modules. Where past papers are unavailable to students, ‘question banks’ and past papers must be available for every module, including new modules. In the case of new modules, sample questions and mock answers should be provided by staff.

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44. RESEARCH-LED TEACHING

Another area where the Teaching Awards suggest that CEMPS excels is research-led teaching. Not only do the nominations received for all of the departments based within CEMPS reflect that the college is extremely strong in this area, but they also reflect the high value that students place on research-led teaching. To quote the winning Physics submission for the Teaching Awards:

“Physics is about doing research, and the entire department, from top to bottom, is actively involved in getting students involved in doing, and enjoying research.”19

The majority of the recommendations in this section simply reiterate students’ desire to see teaching continue to prioritise research throughout the college:

• All modules should be informed by current research with students offered the opportunity to participate in the research process.

• A research dissertation option must be made available and well supported for all students.

• Students’ participation in CEMPS research projects should be integrated into degrees.

• All students should receive adequate training to feel fully comfortable engaging and participating with research.

It is also clear that a significant proportion of CEMPS students value the opportunity to present their research at conferences, and to hone their presentation skills in challenging environments. Large numbers of staff from the college have been proactive in encouraging students to present their research at national and international levels, and this trend is clearly one that is well appreciated. In addition to the numerous favourable comments made about Physics, the Students’ Guild was also inundated with comments from Medical Imaging students thanking staff for giving them the resources and confidence to engage in research, for example by presenting their research at the UKRC.20 Following on from this desire to engage with research, the concept of the CEMPS undergraduate conference is an interesting one, which students are keen to see develop. Although the conference is still at a fledgling stage, the concept of the Undergraduate Student Research Conference has been well received, and should continue to be nurtured and extended.

Finally, it has been suggested that the college could offer more bespoke support for students wishing to pursue a career in academic research. Whilst a great deal of support exists for students wishing to pursue a career in industry, it is thought that more could be done to enlighten students wishing to study for PhDs and move into academia. Whether this is an issue for the University’s careers service of each department is something that needs further consideration.

19 Physics, Best Research Community, Teaching Awards submission. As noted above, every department in CEMPS was nominated by their students in the ‘Best Research Community Category.’ CEMPS are the only college that can boast this.20 Teaching Awards, 2013, ‘Research Inspired Teaching.’

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5422 See in particular, Engineering SSLC, 2012/2013, term 1, 12/13.06.

Special thanks to Charlie Leyland, Exeter’s outgoing Student Engagement Manager, for writing the student engagement content of the Visions.

CEMPS has made real gains in supporting and developing Student Engagement through local staff-student projects, specific staff resources being assigned, and flagship schemes being developed.

This year, CEMPS has been fortunate enough to have a very strong group of students who have been involved in an array of student engagement activities. This is something that should increasingly become a cornerstone of the college’s strategy, and CEMPS should seek to develop a focused and concise Student Engagement Strategy together with students, the Students’ Guild, and their EQE Advisor to build on this great work. In particular, attention should be drawn to measuring the effectiveness and impact of ongoing or new activities in line with the expectations of the QAA Quality Code chapter B5,21 and in providing meaningful opportunities for the diversity of students across the college campuses and disciplines.

CEMPS has this year supported a small number of Change Agents projects in the college and is encouraged to think about ways in which these can be further developed, and the scheme better publicised. CEMPS should look to reinvigorate their Change Agents scheme, identifying and supporting at least one new project per SSLC each academic year. The additional support of student involvement with Change Agents, Sabbatical Elections, Teaching Awards and other SE projects within CEMPS has been thoroughly appreciated by those students who regularly participate in college activities, and continued support for student engagement staff in the college is encouraged.

Another area where the Students’ Guild has seen vast improvement in CEMPS over the past few years is academic representation and student engagement. This has manifested itself in a number of ways, but both student leaders and support staff deserve enormous credit for involving so many students in different activities. That is not to say that there is not room for improvement. At the start of the academic year, the organisation and support of SSLCs was not always as good as it might have been, and CEMPS must work alongside the Guild to make sure all academic reps are in place by week 3 of term 1.22 Other areas for development could include working with the Students’ Guild to consider:

• more incentives and rewards for student representatives;• how to better cater for non-traditional and diverse student

communities, such as students on placements;• how to better involve students in programme and

curriculum design and delivery;• training for student representatives to better understand

MACE feedback;• involving students in appointment of academic staff;• examining how students can work more closely with

external examiners;• CEMPS should seek to engage a group of students to

specialise in quality assurance and review.

It is clear that efforts are being made to strengthen the college’s academic community, which is already celebrated and has a strong start in outreach work. To improve this further the Students’ Guild would recommend the following:

• Assess transition practices relating to academic integrity and helping students to navigate the myriad online tools for autonomous learning;

• Develop strong cross-college ‘peer-mentoring’ training and supported schemes with EQE, building on innovative interdisciplinary mentoring schemes this year;

CEMPS could also explore ways in which a higher profile could be given to how it supports extra-curricular activity. The Students’ Guild would encourage the college to work closely with student societies and the Guild Activities & Volunteering hub to run more discipline linked volunteering projects in the same way the College of Social Sciences and International Studies works with students to provide a ‘Law Community Helpdesk’ and the ‘Innocence Project’, or the College of Life and Environmental Sciences provides an ‘Action After Stroke’ student-led service.

5. IMPROVING THE EXAM EXPERIENCE

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66. ENHANCING CAREER OPPORTUNITIESEmployability has been consistently communicated as one of the major priorities for students throughout the University and CEMPS is no exception. Students have extremely high expectations in this area and it is naturally important that the University continues to seek innovative means of helping students into exceptional careers.23 On a base level, the importance of relationships with major graduate employers has never been higher, and CEMPS students view it as highly important that their departments continue to forge partnerships with well-regarded graduate employers and industrial partners. This is already a strong area within the college, with examples such as the ‘employer in the foyer’ event extremely well received.24 One direction where there might be room for development is in further educating and empowering students to become proactive in organising these employability events themselves. Recently, several departments have seen students spearhead highly successful Change Agents projects designed to set up employability fairs with companies that have a particular interest to the students. This has the joint benefit of bringing employers to the University, whilst simultaneously allowing students to develop a portfolio of contacts and putting them at the forefront of the employability process. It is also noteworthy that some departments in CEMPS have been very proactive in encouraging their academic affiliated societies to become involved with employability.25 This is something that the Students’ Guild is increasingly looking to support, and Students’ Guild staff are more than willing to assist academic societies and colleges in developing these links. As a standing principle, where possible, students should have a high level of input into the employers that visit the University, either through Change Agents projects or through consultation with employability.

Of course, these events only deal with a small proportion of employability issues and in CEMPS placements are often of paramount importance in allowing students to gain important experience for their future careers. Students view placements with industrial experience or a work-based component, as being increasingly important, and support for such schemes should continue to grow. Again, each college has a responsibility to forge relationships with high quality partners who are willing to work successfully alongside the students. In this case, across the University we have observed an increased focus on the need to forge partnerships with international employers. Students are not only keen to broaden their horizons, but feel that in an increasingly global market the chance to work and study abroad can be a key component of many career paths.

In all of these cases, the students embarking on new careers or new placements are indebted to the excellent support staff in each college who make this process run as smoothly as possible. One area in which there is potentially room for development lies in getting alumni more involved in this support process. As those who have lived through similar experiences to many of the current students, alumni can provide valuable expertise and additional support. Conceptually, student representatives have responded that involving alumni is a good idea, although in some colleges where schemes such as this are already offered there has been limited actual participation. However, the consensus appears to be that this is an idea worth persevering with, as the experience of Exeter alumni is seen as useful, and it would be appreciated if efforts could be made to incentivise alumni to participate.

23 National Student Survey, 2012.24 Once again, a factor expressed very strongly in the ‘Employability Support’ section of the 2013 Teaching Awards.25 A minuted example can be found in Medical Imaging and Physics, 2012/2013, term 1.

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67. OUTSTANDING STUDY SPACE

726 For example, Engineering SSLC, 2012/2013, term 1. Computing equipment has also been specifically mentioned in the recent round of student feedback.27 Packed timetables have been raised as a concern in their own right: See CSM, 2012/2013, term 2. 28 Some of these concerns are referred to in SSLC minutes. For examples, see Engineering SSLC, 2012/2013, term 1; Medical Imaging and Physics, 2012/2013, term 1; Maths and Computing Term 2012/13, term 1.29 CSM, 2012/2013, term 2.

This section begins with a difficult, but important, recommendation. At the most basic level, there is continued pressure on desk space in the main libraries of Streatham and Cornwall campuses at peak periods. It is imperative that students who come to campus to study have a quiet and appropriate space to do so, and as student numbers continue to grow, so must study space.

The spaces in which CEMPS students study are of paramount importance to them, possibly even more so than for other students in the University. The need for high quality equipment coupled with the high number of taught hours that CEMPS students spend on campus means that their working environment is crucial26 The nature of CEMPS degrees means that timetables are often packed, in rare cases seeing lectures and labs run through the entire day without a break. Whilst this is something of a concern in itself, it places increased emphasis on the quality of the space as somewhere that students can grab lunch, temporarily relax, or prepare for their next session.27 One of the key themes that came out of the early SSLC meetings in 2012/13 was that CEMPS students did not feel that they had been given appropriate opportunity to consult on how the space in their taught buildings, particularly Harrison, had been allocated and developed. Subsequently, there was a certain amount of dissatisfaction with some of the decisions made concerning space allocation. The result is that in future the Students’ Guild would encourage CEMPS, and indeed all other colleges, to consult students, from undergraduate to postgraduate level, on how learning spaces should be allocated and developed.

Particularly in the last year, the perception of how space is deployed and used in the Harrison Building has come under some criticism, and students would like to see their own views considered for the future. Concerns have been expressed about a whole variety of issues, from closed cafeterias to a lack of water fountains, and lack of working desk space to inadequate notice boards.28 The same can also be said of Cornwall facilities, where concerns continue to be expressed about a lack of quiet desk or computer space, although these appear to have eased since the introduction of the new Exchange.29 In order to evaluate the effectiveness of current provision and set priorities for future development, a review of space usage should be undertaken to ensure that students have the necessary study space, social space, and cafeteria facilities.

Finally, students recognise that technology enhanced learning is going to be at the absolute forefront of studying over the next few years. As new students arrive at the University, they will be increasingly used to technology as a part of their everyday lives.

This puts pressure on staff to bring themselves up-to-date with technology and ensure that it is placed at the forefront of the student experience. There is equal pressure on the colleges to ensure that their teaching rooms are equipped with the latest technology and that their staff are competent in its use. As a base, the following recommendations are included:

• Development of lecture theatres and seminar rooms should include the latest visual, audio, and interactive (i.e. clickers) equipment. This should be considered in consultation with students, particularly if staff continue to develop their use of online recourses to make lecture recordings widely available.

• Staff should be supported and encouraged to explore new teaching technologies through collaboration with Education Enhancement.

• Students should be supported to understand and effectively use technology as autonomous learners and as members of the live academic community. This should be seen as part of promoting best practice for learning as part of a wider campaign between the Students’ Guild, EQE and colleges.

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88. HELPING STUDENTS TO MANAGE COURSE COSTSIn 2011, a piece of NUS research included in the previous Vision for Education indicated that (nationally) students studying for degrees in Maths and Computer Sciences faced greater course costs than any other subject,30 with specialist books, equipment, and travel to and from placements all adding up. However, CEMPs has made significant efforts to track and manage course costs over the past few years and students are both aware and appreciative of this fact. Even so, much more can be done to reduce the financial burden placed upon students, something that forms one of the cornerstones of NUS’s current list of priorities.31

The cost of studying for a degree in the UK has never been higher and many students are facing increased financial pressures over three years.32 Although drop-out rates at Exeter remain relatively low when compared to the rest of the sector, the Students’ Guild is committed to ensuring that the financial well-being of our students continues to be protected. For the last academic year, the National Union of Students estimated that the ‘average student’ paid £1070 each year on equipment, fieldwork, books, printing and other affiliated course costs, with many students surprised by how much costs add up over the course of each year. Students undertaking CEMPS subjects are considered likely to be paying slightly more.33 Hidden course costs have been an area of concern for some time now, and students are keen to see these costs eliminated where possible, or where unavoidable, subsidised by well-publicised bursaries for those students who need the money most.34 In a perfect world, the Guild would like to see all associated course costs covered by the colleges (and therefore it idealistically appears in our list of priorities), but it is clear that this will not be immediately financially achievable. What is of paramount importance is that each department makes clear exactly what their students will be expected to spend at the start of each academic year, and that these course costs are kept to an absolute minimum – an area in which CEMPS currently leads the way.35

Colleges and University central services are working hard and allocating funds to tackle the issue of course costs, but to ensure that they remain high on the University’s list of priorities the following recommendation has formed a part of every Vision for Education for taught students:

• Students need a comprehensive and realistic prediction of potential course costs when they begin their degree, and at the start of each academic year to avoid financial surprises.

• All hidden course costs should be eliminated, with all core textbooks, printing, calculators, and other learning costs covered by CEMPS.

30 Vision for Education, 2011, 13.31 http://www.nusconnect.org.uk/campaigns/come-clean-on-student-funding/the-pound-in-your-pocket/hidden-course-costs/ This website provides a fairly comprehensive list of resources to identify and tackle problems with course costs.32 A concern raised by the Guild Advice Unit, and also frequently commented on by the national press.33 http://www.nus.org.uk/en/advice/money-and-funding/info-and-advice/average-costs-of-living-and-study/ See also, Vision for Education, 2011, 13.34 See all Academic Affairs, 2012/2013, minutes, both undergraduate and postgraduate.35 Something that the college has recently implemented and which received positive feedback from students in term 1, 2013/14 See: http://intranet.exeter.ac.uk/emps/subjects/engineering/ programmecosts/

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9836 Statement from anonymous Physics student. See also, Engineering SSLC, 2012/2013, term 2.37 Anonymous students’ comments to Guild Advice Unit.38 Recorded in SSLC minutes: Medical Imaging and Physics, 2012/2013, term 1.

9. SUPPORT FOR STUDENTS - PASTORAL CARE, PLACEMENTS AND STUDYING ABROAD

Student support services are vital in every college, never more so than when something goes wrong. It has been raised in SSLC meetings and suggested by several students visiting the Guild Advice Unit that CEMPS could do more to support students who require mitigation, or who have problems with their University experience. One Physics student made the following remark:

“After a long meeting with my Director of Education we came to the conclusion that enough information was available to students about mitigation via the student handbook and University guidelines. However the only way for students to fully understand what the information actually means in context and what is expected of them in the mitigation procedure is by having someone who is familiar with the process explain it to them. This means that someone on the mitigation board/committee for each department should be put forward for students to talk to regarding mitigation, as this seems the only way in which to help students through mitigation and put a human face on it.”36

This comment is reasonably representative – although the information exists, it is often not entirely easy for students to access or understand. Particularly when faced with a stressful situation, students often feel that talking to a nominated individual within their college would be ideal, but several have reported finding it extremely difficult to know who to talk to. Often students have been re-directed to several different staff members before being offered a solution. Furthermore, some students have expressed frustration owing to the fact that the reasons for their mitigation being rejected were not specified. The Guild Advice Unit has also had CEMPS students come for guidance having been informed that mitigation was only available if a paternal relative had died – a misrepresentation of University policy.37 Following these consultations, it has been suggested that CEMPS, along with other colleges, reviews and improves its policy, staff training, and support services with regard to students who require mitigation alongside the Guild Advice Unit and the University Student Cases team. The result should be an accessible, humane, and seamless service. Information between these parties should be routinely shared to provide the best possible service for students, such as timely or instant reports on academic misconduct cases

and mitigation requests rather than the annual reports which often serve little immediate use. Every student who undertakes a procedure with the University Student Cases team should be asked to fill out an anonymous feedback form to be collated by the Guild Advice and Support Unit to constantly evaluate and improve the service for students.

Another issue that has been raised as a point of some concern this year regards the demands put on students undertaking placements some distance away from Exeter. Particularly in Medical Imaging, students who could not afford accommodation in the area where they were working for their placement often felt compelled to commute long distances at difficult hours, often after working long shifts.38 The result was not only that students were exhausted, but that inexperienced student drivers were often being forced to drive a long way whilst significantly sleep deprived. In the first instance, the students concerned have appreciated how seriously this matter was addressed by CEMPS and how quickly steps were taken to ensure that this problem was not repeated. Although the college provided a good level of additional advice and support for students, as a matter of educational importance and student welfare, emphasis on student support for placements is a continued priority:

• Following some student concerns relating to their accommodation and travelling arrangements when on placement outside of Exeter, CEMPS must ensure that students’ placements are safe and that students have all the support they need.

As a final recommendation for this section, which again appears in the majority of taught student Visions, students would appreciate additional opportunities to study overseas, allowing them the chance to experience new cultures and get to grips with the international market. This is something that colleges such as Business and Humanities have developed exceptionally well and all students should have opportunities to visit other world-class partner universities and develop their skills. Where financial barriers exist, the University and colleges must consider how best to manage their resources so that students from a whole variety of backgrounds have the opportunity to study abroad.

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10. ATTRACTING AND WELCOMING OUTSTANDING NEW STUDENTSStarting a degree at a new university is a daunting and challenging experience for many students. The outstanding outreach portfolio of CEMPS should be celebrated and shared. In particular, this year, CEMPS students have expressed a great deal of appreciation for the fact that they are very quickly immersed in departmental life and rapidly involved in research culture. New students in Humanities have given positive feedback on the relatively new ‘Your Exeter’ pages, where accepted students can find out a bit more about what their department does, with everything from information on staff research to student activities included. Following this good practice, the Students’ Guild would support CEMPS in setting up a ‘Your Exeter’ portal for all new students who have accepted a place.39

One group of students for whom welcome and integration is of paramount importance in international students. Feedback consistently highlights that both international and home students really appreciate the idea of working in an international environment with world-class students. However, several new students, both postgraduate and undergraduate, have also commented that they believe that there is not a sufficiently thorough induction for international students integrating into the college. This is perhaps particularly apparent with students progressing from INTO, who have repeatedly reported a significant shift in teaching experience when transferring to the college. Although there is an appreciation of the staff support that INTO and international students receive, there appears to be a consensus that more could be done to prepare them for the changes they will face. The final issue concerns academic misconduct, where INTO students progressing to all colleges have called for a thorough induction that prepares them for the particular assessment and plagiarism procedures within their department. Naturally, the nature of this will vary between departments, but in order to ensure the focus on newly arrived INTO and international students remains strong, it has been requested the following recommendation be included:

• Every international student should receive a thorough induction to prepare them for life in the college that features an enhanced focus on academic misconduct and exam procedures.

One final point concerns providing new students with reflective information from alumni who have completed the equivalent degree, allowing them to anticipate problems ahead of time and avoid mistakes. This year students have been asked to give a lot of consideration to the ways in which student feedback is used to inform their decision making. In addition to a strong desire to see

MACE results made public in all modules, students are also keen to have as much information as possible from historical sources to allow them to make choices on which modules would be best for them. One of the central concerns was that MACE feedback could often be reactionary. What a student feels when asked to reflect on a difficult module as soon as they have finished it may be very different to their reaction three years later, when they have had time to realise that the same module was absolutely fundamental to their learning and understanding. To quote one Humanities student:

“Taking a fast-track language module was one of the hardest things I did at University. It was probably twice as much work as any of my other first year modules, but looking back on it now, I realise that it saved me a heck of a lot of effort in the long term and greatly enhanced my ability to understand the subject.”40

One solution put forward by the student focus group that was asked to consider this issue was to involve alumni, who would be able to give a reflective overview of their University experience. This informed the following recommendation:

• Increased feedback from alumni should be sought to inform module choice and help prepare new students for their university experience.

39 See http://humanities.exeter.ac.uk/undergraduate/yourexeter/login/40 MACE Feedback Focus Group, term 1, 2012/2013.

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TARGETS AND IMPACT MEASURES

The aim of the Students’ Guild is to have a positive impact on the academic and personal experience of all students. It is our hope that the CEMPS Students’ Vision for the Future of Education will help achieve demonstrable change across the University, culminating in improvements in student satisfaction surveys like MACE and the NSS. In order to ensure progress on each and every issue within the college Visions, the Students’ Guild will commit the resources to both check the progress that each college is making on a regular basis, and to supporting colleges to creatively think about how they might meet the challenges and share best practice through the University Student Engagement Network. The following measures have been put in place to follow-up on the 2013 Visions for Education, and track the progress that each college is making in achieving their students’ goals:

• Each college will have an elected ‘College Officer,’ a student responsible for liaising with the VP Academic Affairs and reporting on major academic issues within the college. Part of their responsibility will be to assess how effectively each college is responding to their Vision.

• The VP Academic Affairs, Alex Louch, is committed to ensuring that the recommendations set out in the Visions are adhered too. Alex will oversee progress on the Visions, and raise any concerns with the ADE.

• At the end of each term, Research and Representation will produce a short report for each college, responding to how the Visions have been addressed. This report will be student-led, placing our Subject Chairs and College Chairs at the forefront of quality assurance and review. These reports will be published through departmental ELE SSLC pages, ensuring that they are available for every interested student.

• The issues arising out of the Visions should be thematically discussed at Student Engagement Network meetings, allowing colleges to share best practice and support creative solutions to the challenges posed.

Through these means, we hope to ensure that the profile of the Visions is increased and that more students will continue to get involved with their education in the future. Finally, we hope to see improvements via feedback from the following sources:

• Student monitoring through SSLCs and College Chairs;

• Changes to academic misconduct data and exam satisfaction;

• NSS, MACE, and PTES results.

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