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Humanities & Cultural Industries Union School Committee
Meeting
Meeting held 28 November 2013
In attendance:
Chair: Amy Dawson (Students’ Union President)
Minutes taken by: Dani Glazzard (Representation and Welfare Assistant)
Item
Employability &
Enterprise Health
Check
Points of discussion
A representative from the Careers team explained that the Learning
& Teaching Committee are embarking on a ‘health check’ which
seeks to map positive examples of employability and enterprise in
the curriculum.
Actions
In particular, Careers are keen to hear from third years about how
well their course has prepared them for life after university. The
Careers Consultant asked the best way to engage 3rd years with the
mapping exercise and suggested ideas such as voting software in
lectures, a big brother style diary room in the library and focus
groups with coffee and cake.
Students felt that voting software in lectures would be the most
effective means of consulting as it was a guaranteed response from
lots of students. They felt that other means would only capture those
who were particularly proactive.
The Careers Consultant also reminded students of the careers
centre’s activities including Industry Insights and the Bath Spa Award.
National Student
Survey
The Students’ Union President shared the results of the most recent
National Student Survey with Course Reps and asked them to look at
the results for their course and comment on whether they reflected
their personal experience and how they thought particular areas
could be improved.
Comments on ‘Assessment & Feedback’
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Creative Writing students felt that they might benefit from
more continuous feedback.
Students across the School praised formative assessments
and said they were really useful. (English Lit students
commented that feedback for their first essay (formative)
comes a little too close to next essay.
History third years felt they had to pitch their essays to the
lecturer. They would appreciate more feedback on how to
improve.
There was a discussion about the format of feedback.
English & History students expressed concerns about
receiving feedback in a 1-1 with grade at end of meeting.
They feel students are distracted by trying to second guess
what grade they might get and would appreciate written
Amy Dawson to
incorporate
comments in reports
back to Student
Survey Taksforce.
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feedback so they could revisit it; they praised Richard
Stamp’s podcasts which you can listen to multiple times.
Publishing students discussed that those students coming
straight from School are used to getting such frequent
feedback that they need to get used to having less frequent
feedback; those coming from BTECs are more comfortable
with independent style of learning.
Comments on ‘Organisation & Management’
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Joint honours students (particularly those in Creative
Writing) felt communication between their courses may
affect satisfaction because that can lead to students noticing
inconsistencies/receiving mixed messages. There are
significant differences between courses.
Reps also raised concerns about assessment clustering. Staff
in the School explained that charts are put together to
identify problem areas for assessment clustering; it is
difficult to control across multiple courses.
History students reported that they had had 4 lectures
cancelled and were keen to have a backup in place.
Comments on ‘Personal Development’
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Students in Media Comms felt that lower results in ‘personal
development’ might be due to students being apprehensive
about approaching lecturers. They felt students would
appreciate more 1-1 interaction and that this should be
advertised/encouraged by Course rather than waiting for
students to be proactive.
Students in Film said that people were less forthcoming in
lectures in film than in those in other courses and that
students in their department had a responsibility to be more
proactive. However, Film Reps were surprised by the result
and felt there was a strong emphasis on personal
development planning in second year.
Students in Film & Media though more emphasis could be
put on personal tutors; many students had never been
contacted by a personal tutor or told who they were. Some
students know that lecturers are willing to help but not
everyone.
Across the School, students felt that those who looked for
support found it.
There was a discussion about lexicon used by the School and
whether this affects students’ confidence and willingness to
engage.
Some students felt that the transition into university life
(whether straight from school or from a break in study) can
be a shock and a greater focus on building skills during
induction might build confidence. Mature students praised
the support they were given during induction to account for
any gaps in education and wondered if it would also be
useful for 18 year olds.
History Rep to follow
up with Course
Leader.
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Comments on ‘Learning Resources’
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Philosophy students struggle with vast amount of prescribed
books.
There was a discussion about the value of lectures and how
resources support lectures.
o Creative Writing students praised the learning
resources and were aware that students had access
to libraries beyond Bath Spa. Course Rep said
would investigate with other students. History
students felt satisfaction with learning resources
might go up if students were more aware of interlibrary loans.
o English Lit Reps said students would particularly
appreciate access to lecture notes; some lecturers
put up PowerPoints but these don’t make sense if
you haven’t been to lecture. Lecture notes are
most useful. Staff worried this would stop people
developing skill of note taking.
o Philosophy students would appreciate lecture
slides to be made available earlier (before lecture).
o Film studies wondered if more lectures could be
recorded in advance and put on Minerva – where
lecturers do this it gets really positive feedback;
students appreciate being able to re-watch and
come into lecture prepped. Staff were concerned
that recording lectures would inhibit lecturers and
possibly discourage students from attending.
 This prompted a discussion about the
value of lectures. Some staff commented
that being able to engage with lectures
(listening, note-taking etc.) is a skill. The
Students’ Union President posited that
lectures might be a little outdated and
there are some who want to consign them
to educational history.
 There was a discussion about whether
there could be a kind of boot camp for first
years that covered key study skills as this
can take up lecture time unnecessarily.
This might be something that the writing
and learning centre can provide although
it was noted that students tend to engage
with these sort of workshops most when
they are directly related to course.
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Course Induction
The Students’ Union President asked first years (and second and third
years who had been involved with induction) for feedback on
induction.
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Ice-breakers and socials organised by the schools and
departments were praised by students as key moments
when they began to feel at home – for example, the HCI
BBQ. Early engagement with academic staff and
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Feedback and
Assessment
Benchmarking
collaborative and interactive activities were some of the
things most valued by students.
Joint honours students commented on induction week
clashes and a sense that they were missing out on things
because they couldn’t be in two places at once or content
was being duplicated. It may be beneficial to organise
joint honours specific inductions for popular joint
honours options or at least specify that joint honours
students can chose where to go and the information will
be largely the same at either induction meeting.
Students stressed that induction should be an ongoing
process. In the first week, students were most concerned
about making friends, finding their way around and being
ready for their first class. Inductions that focused on the
library, Minerva, health and safety and so on felt a little
abstract to some students and could be refreshed later as
they are most relevant when students have their first
assignment or similar.
Commuting and mature students would like more
activities designed to include them and help them meet
other students – ideally day time events.
Students were concerned that they didn’t have sufficient
information about picking modules prior to start date:
Some were unaware they would have to pick a
complimentary module; some modules didn’t run which
was frustrating for students who had chosen Bath Spa
partly based on module options.
Students would appreciate receiving reading lists earlier
to enable them to find the cheapest copies of texts.
There was a discussion about how Minerva needed to be
more uniform; although students conceded that the
headings were usually uniform, the way staff organised
information under these headings varies and can be
confusing.
Students felt they received less information than peers at
other universities; they would like a welcome pack with
generic information (e.g. students’ union) and tailored
information (e.g. from their department). Staff
commented that they were getting lots of queries from
anxious Freshers.
Students said that 9am starts are unrealistic during
Freshers’ Week – no-one goes!
Reps benchmarked their courses on NUS Assessment & Feedback
benchmarking tool:
https://drive.google.com/a/bathspa.ac.uk/?tab=mo#folders/0B09wsMZmjJRak95NXI4ZXBjcU0
English – diverse forms of assessments – ‘refining’
Students felt there is a diverse range of assessments in English; the
reason it doesn’t reach ‘outstanding’ is because it’s staff-directed.
Reps commented that there are new forms of assessment in 3rd year
which makes people anxious (e.g. moving into web based essays) and
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this could be introduced earlier but also commented that there is a
lot of support. They also commented that the questions set in
assessments are broad and so allow students an element of selfdirection.
English – assessment criteria – ‘outstanding’
All information is in the handbook and students are directed there.
History – workload distribution – ‘developing’
Students felt there were many clashing and same day deadlines in 1st
year. Although this does improve as you progress. It is possible to
negotiate with tutor so you feel in partnership with them – concerns
are listed to. Students commented that university is less rigid than
school but many students aren’t aware and so don’t raise their
concerns or issues.
History – anonymity and externality
Students said they were more concerned by objectivity than
anonymity. They said the assessments were organised to be as
anonymous as possible but in universities like Bath Spa were tutors
know your style and might work with you on drafts, they are likely to
know who has written in the essay.
Film & Media – marking consistency and distribution
Students were aware of second marking and external examiners but
many students still felt that marking was inconsistent; students
commented on picking modules with lecturers known as ‘generous
markers’. Staff explained that module assessments were monitored
for anomalies.
Film & Media – feedback timeliness
Most students receive their feedback in 2-3 weeks and were satisfied
by this. Students felt that the quality of the feedback depended on
how proactive students were (whether they went to office
hours/booked in for a tutorial etc.).
Publishing & Creative Writing – formative assessment and feedback
– ‘refining’
As these subjects involve studio based teaching, there is on-going
feedback and criticism although students might not be aware of it as
‘feedback’ as such.
Publishing & Creative Writing – self-reflection and peer learning–
‘developed’
All subjects – feedback quality
Film & Media Reps felt that feedback was often unclear. Students
should be told that if they don’t understand, ask again.
AD consider
circulating marking
consistency and
distribution
benchmark to all
course reps for further
feedback.
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Student Led
Teaching Awards
The Students’ Union President noted that Teaching Awards will run
again in the second term and course reps’ input on categories,
criteria, promotion etc. would be really appreciated. The date for the
drinks reception will be 1st April, 4-6pm in Main House G.15.
Any Other Business Round Robin
Course Reps raised the following issues:
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Media Print – would like book of articles to be bigger
Microphone system in lecture halls – struggle to hear
Students can’t hear seminars and lectures in NE 101 due to building work
Library – can only have 15 books at a time – Dissertation literature reviews take up this capacity but
you also need books for other module – 15 seemed random
o Librarian responded it’s a stock thing. More and more books being online.
o Some students thought they only had 12.
Media Comms – current assignment (research summaries) not clear – felt abandoned to Minerva –
unsure of research summaries Action: go back to course leader
Film – seminars – screenings of 20 minutes – could we book rooms to watch rest of film – in new
building there’ll be a mini-cinema – lecturers could be encouraged to book
People fed up of printing materials for courses (History & English) – students already spent £15
English – really enjoy seminars but don’t cover all the issues on plan
English – size of seminars – feel it’s more like a lecture (3rd year) – staff agreed
Library not enough study space. Students asked if they knew the silence room is often empty and the
SU Pres said there would be more study space with new build.
Wanting more help and support writing first essays – more publicity about Writing and Learning
Centre
Reps felt they needed more help promoting their roles.
Library are considering creating a suggestion box online where you can suggest books that would be
useful for you – students were unanimously in favour.
The date of the next Union School Committee Meeting will be: 12-2pm, 28 February, Main House G10.