Surrey SabbCast

Surrey SabbCast 007 Teaching and Learning

September 18, 2020 University of Surrey Students' Union Season 1 Episode 7
Surrey SabbCast
Surrey SabbCast 007 Teaching and Learning
Chapters
1:51
Introduction
1:56
What will lectures be like?
4:24
What happens if there is another lockdown?
9:20
How are lecturers responding?
11:42
Will attendance be tracked online?
14:10
Will online teaching continue after COVID?
16:45
What happens if we don't get value for money?
20:55
How will the NSS results change my experience?
29:40
Sabbatical round up
Surrey SabbCast
Surrey SabbCast 007 Teaching and Learning
Sep 18, 2020 Season 1 Episode 7
University of Surrey Students' Union

This week, the Sabbs talk to Pro-Vice Chancellors Osama Khan, and Melaine Coward who answer your questions about teaching and learning for the forthcoming year

Including:

  • How will Hybrid Teaching Work?
  • Will my online attendance be tracked?
  • What happens if there is another lockdown?
  • How will the NSS results be improved next year?

As well as this, the Sabbs give their usual rundown of the week that was.

Show Notes Transcript Chapter Markers

This week, the Sabbs talk to Pro-Vice Chancellors Osama Khan, and Melaine Coward who answer your questions about teaching and learning for the forthcoming year

Including:

  • How will Hybrid Teaching Work?
  • Will my online attendance be tracked?
  • What happens if there is another lockdown?
  • How will the NSS results be improved next year?

As well as this, the Sabbs give their usual rundown of the week that was.

Surrey SabbCast 

Teaching and Learning 

Computer Generated Transcript 

Welcome to the Surrey SabbCast. 

Speaker 1 

News from the University of Surrey. Students Union all about your student life and what your elected officers have been doing for you this week, representing you across the University of Surrey. 

Speaker 1 

Find out more at www.ussu.co.uk or find us on Instagram and Facebook at saw reunion. 

Speaker 2 

Hello and welcome to another edition of the sorry SAP cast this week. As ever I'm joined by your VPS, Theo, Aaron, and Izzy. I'm delighted to say that this week we've also been joined by Professor Osama Konan, Professor Malone Coward, who goes to talk to us in detail about the teaching and learning experience this year. 

Speaker 2 

Thank you both for coming and for those joining University, I wonder if you could both just tell us a little bit about your role here on campus or somewhere. I don't know if you want to start. 

Speaker 3 

Hi Lizzy, thank you for having me, uh, I'm a summer con. I'm the Pro Vice Chancellor Education and my job in one sentence is to look after learning teaching assessment. 

Speaker 3 

Student experience of University of Surrey. 

Speaker 2 

Thank you Sarah Emily. 

Speaker 4 

Thank you Lizzie. Nice to be here so I'm alone coward and I am the head of the school of Health Sciences. I'm a nurse by background but at the moment I'm also the interim pro vice chancellor and executive Dean for the faculty of Health and Medical Sciences. 

Speaker 4 

Really pleased to be. 

Speaker 2 

Here, thank you both. Um, it's really lovely to have you joining us, so we're going to dive right in. And so we've got some questions and that have been submitted by students. Some who were attending for the first time, and some who were returning so VP's. Please feel free to chip in with questions as in one. 

Speaker 2 

So we will kick off and with the summer I think this will be a question for you. So regarding lectures, will they be pre recorded video or some of them be live online and will they have the opportunity to ask questions and have discussions in real time? 

Speaker 3 

One of the core principle of hybrid education. What we're calling it, is that we are doing. 

Speaker 3 

Almost like across the institution. In most cases of flipped classroom, I know this is a technical term, so let me just break it down a little bit. In most cases lectures and what I mean by lectures is like one of us, an academic standing in front of the class and primarily talking and disseminating or delivering the content. 

Speaker 3 

Which you know there, occasionally we have questions and sometimes we pause because the student have might raised their hand and might want to ask question. Those sort of 1 sided. What we call didactic delivery is going to be recorded prerecorded, and it will be put on silent. 

Speaker 3 

An student will have access to those pre recorded videos and they will be able to ask questions if they have any. After listening to those videos either on panopto or zoom on surreal and they will be able to post their discussion and colleagues will keep an eye to answer your questions. But more importantly. 

Speaker 3 

All the tutorials, seminars, labs, um, interactive sessions the studio based sessions, the simulation based sessions. They will all be face to face so there is always an opportunity for a student to ask question for those recorded lectures during the seminars and during those tutorials during those face to face sessions. 

Speaker 3 

So that would be mostly the case. There are cases across the University. There are schools, sometimes have weaved in a synchronous session, sometimes there face to face, sometimes there an online synchronous session. So people can come together and soon for example, where there will be a Q&A session. 

Speaker 3 

So I can give you an example, perhaps fit school. They have created a one hour session in every module where student can come and say that I was listening to your podcast or recorded lecture captured content. I have some questions in 15th minute and that topic I didn't understand. Can you explain and? 

Speaker 3 

That that is happening in some parts of the University as. 

Speaker 5 

Well, thank you sama. You mentioned that the practical work such as Maps will still be in person, um, but in the unfortunate scenario of us going into a second lockdown or any form of lockdown really, that prevents face to face teaching. What will happen to students who need to undertake practical work? 

Speaker 5 

Such as final years. Who will need to do lab work for their dissertations? 

Speaker 3 

Very good question. We have created a contingency plan so hybrid education is as such that if the future is beautiful and rosean, I hope really that the future is like that where pandemic is gone, we're all vaccinated. This is all great. 

Speaker 3 

Then we will be able to go back to our normality, which is the normal mode of delivery. Most of them are face to face interactive and we learn by talking to each other, interacting with each other. But on the other hand it is also equipped and designed and principled in a way that if we are in a log down or or an. 

Speaker 3 

A local rock Gen spike. Then we can cope with few weeks of kind of not having any face to face. I think the current hybrid education is such that if for 2 three weeks we don't have any labs or anything like that, we will be able to shuffle them around, push them to the latter part and deal with it. As in when this is. 

Speaker 3 

Easy for us to come back, but more substantially given our last lock down, it was in for a few weeks. It was for substantial time, so we made a plan that if half of the semester the University has to go for lockdown before because of a local spike or national Spiker regional spike. Then we will move those essential lab. 

Speaker 3 

Which are important for professional accreditation? Important for people's research and their project work to the latter half? 

Speaker 3 

If the lockdown is for the whole semester, we will move it to 2nd semester. 

Speaker 3 

God forbid if the lockdown is for the second semester or in other words for the whole rest of the academic year, we will move it to the summer. But we are also planned in a way that in case there are intermittent situations where in between lock down we can come back on campus, we will prioritize students who are in the graduating year. Students who rely on. 

Speaker 3 

Left work for definitely a project and those lab work which are essential for the accreditation of their professional bodies. So those are the kind of contingency plan in terms of how we're going to deal with if they're logged an either few weeks, half a semester, full semester or intermittent, we're going to utilize the next summer. 

Speaker 3 

And I, I really hope that the world gets better before next summer. 

Speaker 2 

Thank you Somma, coming up with that a little bit as well. Obviously, my Lane in your role as Pro Vice Chancellor of FHM S you have a lot of students that have a slightly different course, lower lower them out on health care placements. What are the kind of things that they have? The FHM S are looking at. 

Speaker 2 

Just in case of that second lock down to ensure that those students with health care placements did achieve their hours. 

Speaker 4 

Yes, so thanks. Lisa is a really good question and it's something that as A the University of Surrey, member for the Council of Deans of health have actually been lobbying along with my counterparts to really look at how we maintain clinical placements for health students. 

Speaker 4 

How we do that safely? Of course, but we can't keep breaking the flow in education because we are, after all, supporting health and social care to produce a workforce. And it's really important that we carry on doing that, so we've been lobbying the professional regulators that we should be unable to continue our students education. 

Speaker 4 

And maybe it's important to point out to everyone because they may not be aware that through the last lockdown, our school didn't close and we did continue and we actually had a lot of NHS staff in the building who we were teaching face to face with lots of precautions of course. And we've been open right the way through. 

Speaker 4 

But I guess more than that and some of you will have read in the media our students our final year students were all in placements but they were actually employed. They were paid to finish their programs, which I was really pleased for them about. But actually it's giving them a really good kind of orientation period before they go out to work and they all qualify. 

Speaker 4 

Some of them already have, but the paramedics qualified a few months ago and all of our student, nurses and midwives qualified. Tomorrow they leave us, so we've been really active and I want that to carry on because we are about patient care. So that's what we must do, and I think for the rest of the faculty as. 

Speaker 4 

The psalmist pointed out around the lab work. In particular, we've got contingency, and I guess the vet students it in a mixture of both of those. The thing for all of us is how we maintain safety but educational quality. 

Speaker 6 

With others or there's news style of Education we often we've had a lot of worries about the. 

Speaker 6 

Easier and how much students feel about it and how. 

Speaker 6 

How is it with how? 

Speaker 6 

Much, I think lectures are gonna fail. 

Speaker 6 

With this new style. 

Speaker 4 

Yeah, that that is a brilliant question as well, and we've actually preempted that an I was really fortunate to be involved a week before last in making a video, and I think Acamas releasing that this week or next week which is aimed at both teaching staff and students to show all of us how to safely. 

Speaker 4 

Manage a classroom and when I say manage, I don't mean me as the teacher at the front. I mean all of us is participants in that room so I do. I guess almost a tongue in cheek walkthrough of how I would need to go and check the teaching space before I enter and then enable my students to come in. 

Speaker 4 

Safely following all of the kovid secure precautions looking at the safety measures in the posters that are in all of the rooms cleaning down their workstation, filling the rooms from back to front so all of these things will be explained in the video shows how we do that and the need for face coverings. 

Speaker 4 

But of course we are also very aware that not everyone can wear a face covering. Some people are exempt. 

Speaker 4 

And so we will manage this with kindness and care, because the last thing we want to do is call someone out and become draconian an you know this is not a law, it is a requirement. We're following Public Health England advice and it's really important that we do that. But we also need to be cognizant that not everyone falls in line. 

Speaker 4 

So I think teaching staff on the whole are OK, and I think the preparation that we've given in this support has been good, but I think of course some people are anxious. They're anxious for their own well being, but returning to campus. That's not surprising, but I think many stuff really. The overarching. 

Speaker 4 

Feeling is that we want to do right by the students. That is, after all, why we there. And so it's about how we make this brilliant and as good as it can be. But safety first. 

Speaker 7 

So just to take it back to lecture recording a little bit, we had a question come through and it says does the University have any way of knowing? 

Speaker 7 

Or recording if students have attended the online classes, so I suppose it's probably fun for you this summer. 

Speaker 3 

First of all, um for online classes, no. Technologically, we haven't got the capacity to understand whether a student. 

Speaker 3 

Has attended an online session, however, I would also highlight that um, attendance is important. All the research absolutely shows that people who turn up tend to do better. In fact, I shouldn't say tend to do better. They actually do better because they have the interaction. They get a feeling of their community. 

Speaker 3 

They can ask questions to their teacher. They are engaged with the material, but there is also another aspect I just want to highlight that it is of students interest to turn up to all these opportunities that we have created for them. So I I would not like anybody to think that. 

Speaker 3 

Oh, they go. They won't be able to know if I don't turn up because to be honest, it's actually for your best interest to turn up into those zoom sessions and the tutorials and the lectures. But on the more exciting side. Not that we're sitting idly thinking that we don't have the technology capability. We're not doing anything about it. 

Speaker 3 

In fact, excitingly we are going to do a pilot in mid Lane School in school of Health Science for attendance monitoring. Uh, kind of a smart way of making sure when the student turn up through their mysery app, they would be able to register themselves that they are. They have turned up into the lecture and those projects. Hopefully in the next few years will be across the whole campus so that. 

Speaker 3 

Look at the granular data of who is turning up. What are they? How students are basically interacting with educational material? Of course it will all be done under GDPR and you can. You will give us. You will have clear opportunity, give us consent and things like that, but those attendance monitoring will happen but right now. 

Speaker 3 

We don't have the capability, but we still really, really encourage you to join this exciting things that we have designed for you. 

Speaker 8 

But one of the things that sort of many of us sabbatical officers like stand for and have in the past have gone for sort of the support of lecture capture content always. 

Speaker 8 

So how how is it looking to be continued? Is it going to be continued once, uh, the whole Corona situation is sort of, um, settled down, and it's. 

Speaker 3 

And that's a great question. Um, interesting Lee, um, um. 

Speaker 3 

The data at the moment shows that even in institution where um captured content or lecture capture of didactic delivery is kind of we've Dean and required that student not necessarily access them all the time. 

Speaker 3 

But I there is also research to show that the fact that there is almost like a safety net that in case you missed the lecture, an life happens and you may select journey. At least you know that that's recorded and you can go back to it. That's a positive side of it. Of course the other positive side is during revision. If there is that 55 minutes moment or the 10th minute in the summer. 

Speaker 3 

Picture where he was just explaining stock market analysis and you didn't quite follow it. You can always go back and play back to it. So from those ethos there is probably a high motivation and Anna reason for us to continue. Some of these captured content, expertise and an practices that we have. 

Speaker 3 

Now established across the University due to coffee 19 we still have those policies in place and we're going to really, really strongly ensure that we encourage our academic community to continue that practice. The practice of capturing their content, either from the live session or may be broken down into podcasts and and. 

Speaker 3 

Continue some of these good practices moving forward. We're going to have some rich conversation of good bits of hybrid education that we're going to continue over for beyond the COVID-19 situation and those conversational literally starting next week in the all heads of Department meeting. 

Speaker 2 

Thank you, Osama. So we're just going to. 

Speaker 2 

Wrap up a little bit and onto final general questions so these are a bit more general. Um, I think just a reminder. Students as well that aim regards to teaching that, and if you do have any concerns, reach out to your course reps to every every one of you will have a course Rep on your course who have links with individual such as Osama. So please do. 

Speaker 2 

Use them and get your voice. Heard. Two last questions are quite big ones. Um, so open it up to both of you. Whoever would like to like to answer. So the first one is a students are. So if we don't feel we're being taught to the same level as face to face for the 9000 pounds fee, how do we go about voicing this concern? And how can they make sure that these concerns are taken seriously? 

Speaker 3 

I I'm really confident that you guys are going to like it I I'm genuinely. I'm not just saying it because I am, I'm talking to you guys. But honestly, um hybrid education have created so much of innovation within the academic community. In learning and teaching, there has been so much of enthusiasm among our academics to do things on sorry land differently. 

Speaker 3 

Organize their weekly activities differently. Our academic community with you guys in very even the students who that's horse reps who came and helped in our votes or studies to make these changes. There is a true sense of really keeping the high quality of education so that we can really make a difference in your life. We can really make you the expert in your subject, give you the transferable skills to solve. 

Speaker 3 

Skill that you need for the future of your career. So I am genuinely confident that you will like quite a lot of this hybrid education. The flexibility of talking to your lecture over over teams. The flexibility of you know having this captured content play them back and many of us are doing it in bite size, so they're. 

Speaker 3 

Almost like Ted talks, so you can digest them at time you will like those things, um, but in case in an unfortunate situation, or in case you perceive that this is not really good value, of course you have the complaint procedure. There is a very clear complaint and appeal procedure within our University run by Glenn Moulton in Oscar. 

Speaker 3 

Under Lucy Evans portfolio they are a bunch of really high quality professionals and they have always taken our students voice, student complain and their appeal very, very seriously. We never take a student complain and basically try to give you a very bureaucratic, serious. You know jargon heavy answer. 

Speaker 3 

And try to brush it under the carpet. That is not our attitude and universal service ethos. We will take it seriously. We will deal with it seriously and you will be able to engage with that process in those unfortunate situations where you felt that this wasn't valid. 

Speaker 3 

But I must say by and by saying that I honestly think you're going to enjoy hybrid education and you will find the value. 

Speaker 4 

Yeah, thanks Sam. I guess just to add my experience of the school of Health Sciences because we do have semester three so we've been using hybrid education. I guess for a little bit longer. 

Speaker 4 

The many other parts of the University and I've had more screen to screen or face to face contact with students than I normally would because I am so iaccessible and you know, without wishing for you to play a tiny violin, I'm quite busy, but of course I'm available on teams I'm available on Zune. 

Speaker 4 

I'm able to dip in and out of tutorial meetings with students, so I've actually had more contact with more groups of students than I often would, and it's been more personable than going into a large lecture Theatre, so I feel like I've got to know the students a bit better through this very difficult time. 

Speaker 4 

And I think I'll come back to what I said before. You know, we're here because education matters to us, so I know that everybody is working really hard to get this right. So maybe there's a step before complaints and it's the step of how you give us feedback so that we can make changes and adapt things if they're not working for you. 

Speaker 4 

So you know, yes, we have a complaints procedure, but if we could try and resolve things first, that would be even better. So that that's my addition. 

Speaker 2 

Thank you very much to both of you. I think from hearing about it, a lot of the academics at the University there were a little bit skeptical at first, but seemed to be really excited just to get students back and. 

Speaker 2 

And doing what they love, which is tied to which is really lovely to her. And then final question, just to round off. Um, I know I saw where this is going to be something that you're very passionate about. And so a student asked the University said it's going to act in response to the former student satisfaction for several years. But we're yet to see an improvement. 

Speaker 2 

In practice, what would I experience as a student which is significantly different from last year and how will it improve my and or student satisfaction? 

Speaker 3 

That's a great question. I I must share my emotions with while answering this question with you guys as well. I am genuinely sad that our student over the last few years didn't. 

Speaker 3 

Feel that they you know it. It was a um, you know they didn't feel that the satisfaction level of the experience was was as great and you know, as you can see, I'm struggling even to say that because I genuinely believe that I exist for my students. Um, I have been a teacher all along and I know my colleague Millane in the call. 

Speaker 3 

Has been a passionate practitioner an A teacher, all alone. That's what we. That's what gets me excited in the morning to wake up and come to the University or come to the virtual University and do something great for our students. There are three things we're doing and I hope you can visibly fill those three things so. 

Speaker 3 

We looked into our NSS results over the last few years. We analyzed to end the Diggory and there was a lot of rich conversation that took place between busy yourself and your team. Uh, the new SAP team in terms of what we're hearing from our students, I think we have had enough and there is a pattern. So what did the pattern? The first pattern is? 

Speaker 3 

Student wants to feel a genuine sense of belonging, then to feel this is their University. They need to fill and trust that our teachers care for them are teachers. Look after them. They're passionate about their subject. They're going to really make you understand what the subject is all about. Help you when you struggle, be empathetic. 

Speaker 3 

And compassionate when you're struggling. 

Speaker 3 

And there are times we need. We need to be tough with you. We need to basically say this is a tough subject. You just have to study it hard. This is how you can do it and this question is difficult. You really didn't quite get it right and hence the Walmark and those messages are difficult. But we will be compassionate in portraying those messages. So hearts and minds of our students, we really need to win that. 

Speaker 3 

We need to have the sense of Pride and and the sense of belonging to University of Surrey. So we're we're going to do some kind of an ethos of that across the University and in our welcome talk. In our returners talk and as well as you might actually sport if you're in. 

Speaker 3 

On campus there will be areas where we will try to celebrate the fact that we are a community and and Patrick Deck. Our vice president, external engagement, are working with our marketing team to ensure the sort of things some of the languages and science and. 

Speaker 3 

Signals that embody that sort of sense of belonging is also there across the campus, so that's one bit. The second bit is assessment and feedback. It was clear that our students are saying we don't understand how you assess us. We don't understand what, why the method of assessment is like that we do not understand how you mark. We sometimes don't understand. Once we have received our mark. 

Speaker 3 

That why there is such a big difference between what I perceived as a student, what I will receive, and what I actually received from the teacher. So we have also done a huge amount of campaign among academics to do a three step assessment. So when you, when you really release an assessment, please make sure you explain it well to a podcast. 

Speaker 3 

Through a dedicated session through a zoom call. What is this assessment about? Receive questions. Open that conversation, explain them how you're going to mark, and then after you have marked and given the feedback on a very timely fashion, explain why the marking has been like that and give the feedback that helps our students to really do better next time. 

Speaker 3 

So that's another difference. And the last thing I would say we need to be proud of being teacher. We're proud of being a research intensive University. We do a lot of things. We would satellite on on the orbit. We solve health problems in Millane School, in in that faculty we do 5G research. We are proud of all those things we tourism research. 

Speaker 3 

We do gender pay gap research all sorts of exciting thing and we get proud about it and we tweet about it all the time. But we would like to celebrate our teaching as well. That is equally important. As million mentioned mentioned, one of the core things in our heart is teaching and we care for our students an we need to celebrate that celebration of excellence E learning and teaching and that's why we. 

Speaker 3 

I'm gonna work with you easy and your team so that we can find a teaching award, a kind of a scheme from the student union and and it's it's voted by the students and their voice. So we will do all sorts of things so that we can celebrate teaching and work towards a final thing. Sorry for the long answer. I'm so excited about my sorry voice. 

Speaker 3 

This is a new platform and this is powered by a technological unit 2 Lizzy. You mentioned about student reps, so yes students. If you're hearing this, please find out who is your student Rep. They are your representative and they now have a new platform called my sorry voice which is powered by Unit 2 where you can directly like. 

Speaker 3 

WhatsApp and Facebook group can talk to them about issues that you're facing, but praises that you want to give about comments and feedback. And once you can all vote for a particular issue or comments and feedback and it is representative, your core script can then escalate that on that platform. It will just be like kind of your social media platform, but. 

Speaker 3 

We would be able to really, really work with you together to solve, uh issues and listen to your feedback. 

Speaker 4 

I think, but I'd just like to add is I've been at sorry for 19 1/2 years and I'm blown away by the plan that Osama and his team are putting in place. And I think it's one of the most robust plans and I'm really excited. 

Speaker 4 

Lizzie has suffered at the peril of my teaching for awhile while she was in our school, but I get really excited when I teach and I am passionate and I know that my colleagues are as well. But I think what we're doing is we really contextualizing what feedback we've had into these key areas that are. 

Speaker 4 

Acamas outlined for you an it gives us a really clear way of dealing with it, but also with that live feed in from you. So what I was saying before about, you know, give us that feedback. Let's not get to a complaint stage. Let's sort these things out because we can and we want to work with you so. 

Speaker 4 

I think what I would add is I think we're moving forwards. I still got lots of Energean. I know ossama has and we're not alone, so let's all do this together. 

Speaker 3 

Can I just add? 

Speaker 3 

One more thing, because I think that will you will notice that that one little thing you know, the feeling where you receive an assessment, feedback on or assessment brief and you don't really understand the header. 

Speaker 3 

Tale of the assessment and you're wondering what it is all about and you're kind of struggling a bit. Your friends are struggling as well. You talk to your student Rep if you can find them. And of course you know some of that. Some of us can sometimes struggle to find the student with, although they're really well trained by our union, the student union. 

Speaker 3 

But what you will find knew coming coming next week is in this platform. You can immediately say I received the Salmas Assessment Brief. I'm really struggling to understand anybody else feeling that way. And then if people could thumbs up and comments and they agree that that is the case, then the rip can escalate that. And the moment when you're feeling that way. 

Speaker 3 

You don't have to wait for the staff student years on committee that happens once once a semester. 

Speaker 3 

So you can utilize this platform and let your voice, uh, hurt by us and we will deal with it. I think that would be a significant change. Your links you will experience when you come back this. 

Speaker 2 

Year amazing. Well thank you both very much for joining us on the podcast today. If any students are out there listening and have any further questions please don't hesitate to contact the Union AUSSU. 

Speaker 2 

Your information at sorry.ac.uk an we can pass your query on to either assignment or Malene. All the relevant individuals. So thank you both very much. Um and we look forward to speaking to you all saying. 

Speaker 4 

Thank you for inviting us. 

Speaker 2 

Thank you so a huge thank you to summon Malene who you just heard from. 

Speaker 2 

Now we're gonna move on to um, thing to every week. So you'll hear a little bit about how your Subs have been representing you and the projects that we are currently working on to make student experience better it. Sorry so Theo, you gonna kick us off. 

Speaker 7 

Yeah, I'll start off. I like, I think it's probably easiest way. I'll go through the days one by one or so Monday. 

Speaker 7 

We've been doing some secret projects an we've all those sounds were doing that on Monday and that was all day, so I can't really actually, but that one Tuesday we had another big altogether. We had a training session, so again, that was all day. We get a, uh, an out of town downtown third party training after come in an we'll do on zoom, so that was really fun. Wednesday I had a student disciplinary, so that was really long as well. And then. 

Speaker 7 

As we just spoke to someone he mentioned you need to set another unity meeting and then I had a big like kind of welcome event with, uh, the widening participation team. So chatting to some new students over zoom, uh, and I'm asking some questions and telling them both services that the University provides a little bit more on the liberation stuff I talked about last week. So again, we're gonna try and make it a bit more and network and less of A. 

Speaker 7 

Committee and then today the quality enhancement subcommittee got some sort of think regulations and changes in stats sort of thing a bit about, so they're looking at making it so that, um, your marks less on spelling and grammar and more on the content of your work. So I'm really excited about that. And then Lastly, it did it a bit more. 

Speaker 7 

Black History Month. Planning with the University and we're going to try and tie some things together and do a really cool project with that as well. So that's been my week. 

Speaker 5 

Over in community this week I've been, mainly uh, preparing for freshers week so putting final touches to our events and getting ready to welcome students back this weekend. Like Theo, I've also been doing some work around plans for Black History Month. 

Speaker 5 

Including a makeup master class and Afro Caribbean market and a celebration of black Talon and music history which I'm really excited to work on. And finally I've also been organizing training for our newly elected gnudi recruited. I should say community reps as well as a few projects for them to work on when they start. 

Speaker 8 

In sports, then, this week started the week off with the EGM early on Monday morning and then followed by sort of a student disciplinary as mentioned in a previous subcaste that it. 

Speaker 8 

R subsetting on disciplinaries is one of the ways that we represent students. I've then been working on at the. 

Speaker 8 

Engagement for the peer support element to the bereavement support, and meeting with Duncan. One of the members of the chaplaincy to sort of look around and organize locations so just further on that, in addition to some mindful. 

 

Introduction
What will lectures be like?
What happens if there is another lockdown?
How are lecturers responding?
Will attendance be tracked online?
Will online teaching continue after COVID?
What happens if we don't get value for money?
How will the NSS results change my experience?
Sabbatical round up