Read what I've been up to in the December and November.
Academic Calendar Student Consultation
As VP Education, I recently had the privilege of leading a student consultation on the academic calendar, bringing together 29 students to share their thoughts, experiences, and ideas. This was an invaluable opportunity to hear directly from students about how the structure of the academic year impacts their learning, well-being, and overall experience at university. The insights gathered during the session highlighted diverse perspectives, from the benefits of breaks for rest and reflection to the challenges of managing workloads across different timelines. By engaging in this dialogue, we’re working to ensure that student voices are at the heart of shaping a calendar that supports both academic success and a balanced university experience.
Overall, the students consulted were ‘positive’ or ‘very positive’ about aspects of the proposed model. Some cite that ‘this change should’ve been made ages ago’, ‘this is a really positive stepforward’.
Students were particularly positive about assessments closer to the point of teaching, not having or needing to stress about assessments during holidays, relieving pressure, capacity to prepare for assessments, starting a week earlier and the decompression of activity throughout the year. Students also were positive about the extended summer allowing for increased opportunities for internships, work, and placements.
Students raised questions about how in-year reassessment would work in Term 2, but were positive about how this would work in Term 1. The consensus was positive around in-year reassessment, but the students are clear that this should be optional and some may prefer to be reassessed at a later point to fully digest and retrieve academic failure.
International students raised concerns about the consolidation and assessment period being particularly long, and not feeling that there is enough activity to justify attending or staying campus during these periods – particularly in relation to cost of living and cost of travel. There were concerns around teaching which may occur following the Easter breaks and the cost, particularly of international students travelling home and returning back for just two weeks (or around that) of teaching. Concerns were also raised with current lengths of teaching periods and contact time not be sufficient, feeling rushed or cut short – several citing that their departments finish teaching them in early March and that this does not feel like a full time, value for money degree.
The main concern from students was around the length of the period without teaching, many pointing to the current lack of activity from academic departments during similar periods currently and do not feel like these activities would currently justify travel and staying on campus. Many students also raised concerns that this model was too heavily geared towards those with scheduled exams, and deprioritised the student experience of those undertaking coursework. Many outrightly said, that they welcome these periods in order to prepare for and have more time dedicated to assessment, but ultimately, they would not likely attend campus or use facilities during this time. Some also raised questions about assessment which currently happens during the holiday period and how this is challenging and non-inclusive, it is important that we outrightly ensure that no assessment occurs during holiday periods.
My ultimate recommendations are that we:
- Proceed with the fundamental components of this model as they are beneficial to students.
- But, take a look at how we can enhance student experience and address concerns by shaping some elements of delivery, such as:
- Seek to reduce the number of exam weeks. I think this needs to be done by evaluating and shifting our composition of assessments. I looked at several other comparable institutions and none of them have as many assessment weeks. I believe this would be the best way to tackle potential dead periods. Many students also raised concerns that this model was too heavily geared towards those with scheduled exams, and deprioritised the student experience of those undertaking coursework.
- Ensuring deadlines are not bunched and that no forms of assessment occur during holiday periods.
- Having greater oversight of curriculum, contact time and assessment. We currently are not meeting the OfS Notional Teaching Hours Requirement and too much authority is devolved to departments and not monitored. There are still concerns about how teaching finishes early in the summer and many do not feel this a value for money or a full-time degree structure – even though, that depending on Easter, we may be extending into the summer period slightly more.
- Planning and mandating a certain level of activity to take place within consolidation and assessment periods, as we would create a ‘ghost town’ environment under our current way of operating which would pose a significant risk to wellbeing, community and services.
- Being clearer about work alongside this project on module optionality and timetabling, as these are two issues that are prominent to students and could impact the success of this project.
- Mapping the schedule of assessments and providing guidance to avoid deadline bunching, and being aware of the relationship between centrally timetabled exams and coursework set by departments.
Heating and Cleaning
Following student feedback, I have worked with the Deputy Registrar and the Deputy Vice-Chancellor to ensure temperature checks are carried out in LTB, Ivor Crewe and the Hex.
Students have raised widespread concerns about cold teaching spaces, cleanliness issues, and restricted access to common rooms, citing these as barriers to attendance and well-being. Reports from Student Voice Groups, emails, conversations, and survey feedback revealed ongoing problems, including biohazards not being addressed and common spaces being closed due to maintenance concerns. Despite contacting the relevant Director, initial responses were lacking, prompting further escalation.
In response, the University has committed to immediate action, including temperature checks in key teaching spaces like the LTB and Ivor Crewe Lecture Hall to assess and address heating needs. The cleaning protocols across teaching and common spaces will also be reviewed, with Soft FM teams following up on reported issues. While cleaning regimes are in place for high-traffic areas, users are also expected to manage waste responsibly. A Facilities Services Leadership Team member will provide detailed guidance to ensure concerns are addressed effectively.
Launching an Assessment Variety Project
I’m excited to be working with Fiona, Head of Essex Pathways, on a project that reimagines how we approach student assessments. Inspired by a conversation Fiona had with a student, we’re exploring ways to celebrate not just the final product of assessments but the intellectual journey behind them—the critical thinking, shifts in perspective, and deeper understanding that often go unnoticed. We believe this approach can transform assessments into a more supportive and authentic reflection of learning, rewarding growth and nuance over perfection. By gathering and sharing examples of innovative assessment methods across the University, we aim to spark conversations about how we can better recognise and nurture the transformative process of learning.
Additionally, following consulting on the Academic Calendar model, it is clear to be that we need to evaluate the current composition of assessment and exams.
I'm excited to be starting a new position as a member of the Student Strategic Advisory Committee for The Quality Assurance Agency for Higher Education. It was wonderful to meet with the Committee in London today to set our priorities for quality and standards. We also discussed how student engagement works at different levels of the sector for quality assurance, enhancement and the maintenance of standards.
The QAA works to ensure that students and learners experience the highest possible quality of education and I’m looking forward to participating in the national and international conversation about quality and standards in higher education.
Special thanks to Claire Nixon for encouraging me to go for the role.
Become A Boss
Mina Comez approached me back in June 📲, sharing her vision for connecting ambitious students on campus & developing high level, soft skills with together 🤝. Nifemi Wilson-Adu and I worked with Mina as part of our Creating An Employability Culture Big Plan to bring this networking project to life 🤩. This also gave us the opportunity to add proof of concept to a student-led employability skills workshop that centred around lived experience, practical advice and personal storytelling 📖.
The results were incredible. I’m so proud of Mina for seeing this through and it was so great to work with you to make this happen ✨. Mina told me how she came across me before she started at Essex, and was energised by the idea of an ambitious community of changemakers. She didn’t automatically find this community when she arrived. So it was time to create it. When I said making visions come to life is possible, I meant it 👏. The first session packed out the room with students, bucking the engagement trend with similar university-run events 💯.
The first “Become A Boss” session was on how to win on LinkedIn, compete and grow 📈. I spoke at this session alongside Nifemi, and a range of inspirational students including our Social Sciences Convenor Miriam Mebrahtu, Hamsika Pagadala and Mamadi Konde. It wasn’t just knowledge, it was energy, it was life, it was motivation 🔥.
I’m thrilled to say that the next session is on Thursday 12th December at 1pm and will be on ‘Your Elevator Pitch and Networking from Scratch’. Details will be on the SU What’s On Page soon 💛.
Listen Again
Thank you for your feedback and contributions in relation to Listen Again in the first SU Council in October. And thank you to Miriam, our Social Sciences Convenor, who attended SU Council on my behalf to speak with you all & collate your views.
I am pleased to report that I've worked with the Convenors to lobby various stakeholders and have worked with the Dean of Undergraduate Education to amend both the staff and student FAQ’s regarding Listen Again as follows…(additions and amends are highlighted in yellow)
Under Student FAQ’s
One of my recordings is restricted:
A decision to opt out of, or restrict access to, Listen Again recordings will never be done to penalise students who were unable to attend a teaching event, or to incentivise attendance. However, there are some justifiable instances when Departments and staff can choose to opt out of recording a teaching event, or to retrospectively restrict access to recordings once they have been made. Often there is a very good reason behind this so please speak to your lecturer or department to discover why they have restricted access to recordings.
Under Staff FAQ’s
Can I completely remove a recording from Listen Again?
We understand that staff may wish to remove recordings from Listen Again. We ask that requests are made in writing to listenag@essex.ac.uk, stating which recordings will be removed. We will aim to remove any requested recordings within two business days. However, removing or restricting access to Listen Again recordings must never be done to penalise students who were unable to attend a teaching event, nor should it be use to incentivise attendance. All students are provided with guidance that Listen Again is not a substitute for attending lectures which they are expected to do.
What if I choose to opt out?
The Equality Act (2010) requires us to ensure that we provide students having Specific Learning Difficulties (SpLD) with reasonable adjustment to enable them the same chance of success as other students. The University considers that in most cases Listen Again provides this, however equally respects your rights and recognises that there may be some occasions it is not appropriate for all or part of a teaching event to be recorded or access to all or part of a recording to be retrospectively restricted. If you do wish to opt-out of recording, please ensure that that this is agreed with your Deputy Dean of Education, and that you put in place suitable alternative measures. Restricting access to, or opting out of, Listen Again recordings must never be done to penalise students who were unable to attend a teaching event, nor should it be use to incentivise attendance. All students are provided with guidance that Listen Again is not a substitute for attending lectures which they are expected to do.
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Feel free to use these FAQs as a tool to speak to your department if you are concerned that this approach is not being followed. This is guidance issued by the University. Or you can come directly to me or your Faculty Convenor if you feel more comfortable and we can take the issue up.
Charing a New University Group
I'm delighted to be co-chairing the Student Experience Strategy and Action Group with Larra, Pro Vice Chancellor Education, to set the foundations for a joined up strategy for all elements of students experience and the student journey at Essex.
Come On In Campaign
Come on in… 💛 the campaign 🚪
When students start University, it can be overwhelming 🫠. It’s a new place, they may be anxious, they will almost certainly be lost, and can be running late for reason beyong their control - especially with a rise in commuting students. With Developing Engagement with Education as a key project for the year, we wanted to create a culture where students know we want them to engage and enter the classroom 🫶. No matter what. Learning is always open!!!
Extremely proud to have pulled together a joint campaign 🤝 (very quickly, I might add) ahead of the start of term with Barry Pryer Dean of PGTE, Professor Larra Anderson PVC Education, Lorna Elliott SU Head of Marketing, Brand & Communications, Steve Haugh SU Director of Marketing, Enagagement & Strategy, Lily-May Cameron SU President and our Convenors 💯. University of Essex Students' Union & University of Essex working together to serve our students 🤝.
• ❤️🩹 We sent comms to all academic departments explaining the experiences our students are going through & asking them to spread messages of empathy.
• ✉️ We templated an email to go to students telling them we understand, inviting them to ‘Come on in’ even if they’re late or anxious, and encouraging them to engage.
• 👋 We designed a poster with clear messaging that lecturers can put on the doors of teaching spaces to encourage students to ‘Come on in’. And they did!!
• 📱 We made a Reel with our Faculty Convenors Miriam Mebrahtu, Jenny West & Natalie Denham that has over 18,600 views empathising with students, telling them to ‘Come on in’ and modelling what that looks like. More content has followed to create a culture of understanding and remind students that they’re not alone.
• 📺 Our screens across campus have carried messaging and video content to hammer home this theme.
😊 This has to be one of the favourite things I’ve been able to deliver as my time as VP Education. Creating a kind culture through communications is truly something so close to my heart. It’s relatively simple, but the impact is more powerful than you can imagine.
👩🏫 Want students to turn up to class? Maybe it’s time to ditch age old comments about waking up at 9am and build a supportive culture addressing some of the real reasons that prevent students from attending.
➡️ This is only the start. Excited to be rolling out more phases to this campaign with messaging around how engagement = success, continuing to create a positive and supportive learning culture 🤩.