Programme reps STARS conference on rewards and recognition scheme 2011
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This document provides an overview of a conference on recognition and development for programme representatives. It discusses reflection and using eportfolios to build evidence of work. Programme reps are encouraged to act as change agents and complete initial training, action plans, and provide evidence of fulfilling their job duties to earn rewards and recognition. Their job involves liaising with programme leaders, participating in committees, representing students, addressing issues, and promoting activities. Reflection activities are suggested to help reps examine their experiences.
Programme reps STARS conference on rewards and recognition scheme 2011
- 1. Rae Karimjee, Learning Developer City University London- STARS conference 2011
- 2. Recognition and development  To help you to be change agents  To introduce the concept of reflection specifically as programme reps  To provide an overview of Pebble Pad the eportfolio  To identify steps needed to achieve evidence building and success as a programme rep
- 3. Rethinking the values of higher education - students as change agents? By Professor Janice Kay (Senior DVC, Education), Elisabeth Dunne (Head of Project Development, Education Enhancement) and James Hutchinson (CEO, Students' Guild), University of Exeter
- 4. University & Students’ Union Committee Structure Students’ Union City University *Academic Practice, Programmes There may be slight variations in the above & Standards Committee between Schools
- 6. Reflection What?/So What?/Now What?  Reflection is an active process of witnessing one’s own experience in order to take a closer look at it, sometimes to direct attention to it briefly, but often to explore it in greater depth. This can be done in the midst of an activity or as an activity in itself. The key to reflection is learning how to take a perspective on one’s own actions and experience—in other words, to examine that experience rather than just living it.
- 8. Evidence Rewards & Recognition Scheme  Completion of the Programme Rep Initial Training on Moodle (completed checklist submitted to SU)  Completion of an Action Plan for the year  Evidence of working to the Programme Rep Job Description 
- 9. Your Job  To liasewith programme leaders and tutors on a regular basis  To play an active part on appropriate academic committees such as Staff-Student Liaison Committee.  To represent the students on your programme or course.  To keep abreast of academic issues raised by students on your programme.  To interact with students on your course to establish their educational wants and needs.  To be a point of information for students on your programme.  To run local campaigns on academic issues if appropriate  To feed back information and decisions from committee meetings to the students on your programme.  To work collaboratively with the SRO for your School.  To actively promote Students’ Union activities.  To actively promote the National Student Survey and other surveys designed to collect student feedback and to encourage student participation in these surveys.  To attend the SU Representation Network event in the autumn and the School level network event in the spring term.  To complete initial Programme Rep training and additional training where
- 10. Activity  Using the descriptions provided in your group identify the tasks needed to achieve objective, the concerns that may arise in doing the work effectively and solutions that could be used to overcome that may aid your reflection.  You will be expected to feedback to the rest of the group in 8 min
- 11. Pebble Pad
Editor's Notes
- #3: Im going to help in today is helping you become involved in your role as programme rep. In my life as a careers coach I used to often get studnets in who may have siged up for such a role so they could put on their CV but when I probed further on their achievemenbts within that role, there was a silence as many hadnt reflected on doing this role, many had also just mechanicaly done what they were suppoiosed to do ie attending a committee of some sort but very rare when they had gone that extra mile. I want you to go that extra mile. Tell me what is the current statistic for job interviews and applications? Also ask them if they’d like any more from this session.
- #4: 2010 articleHow many of you have read it?Aaron Porter makes some interesting pointsFor many years now, students have been members of university committees, though not necessarily full members, and often expected to disappear at 'reserved business'. Student involvement in structures and systems, like student-staff liaison committees, once highlighted as good practice in Subject review and Institutional audit, isnow routine.new kind of message and a changing agenda: students can take a more activerole in improving their educational experiences. The passive power of the 'student voice', whilecreating significant institutional benefits in understanding student perceptions and needs, hasarguably also reinforced the notion of students as customers, with all its attendant dangers:'If students are envisioned only or primarily as consumers, then educators assume the role ofpanderers, devoted more to immediate satisfaction than to offering the challenge of intellectualindependence'. (Schwartzman, 1995.)
- #5: Complicated – there is a danger that you may feel overwhelmned once yioyu start attendiung meetings and you are pushed between pillar and post! So in the daily drama you forget what you are there to do! You are there to work as a change agent and to suppory the student experiemnce. You also want to estabnlish high level objectivbes for yourself which can be conveyed to an employer once graduated.
- #6: I wnat you to ijtroduce yourself to your oartner. Ok then face them and dont look at me! Then repeat after me with gusto ..Im a champion! Im a change agent! I believe in you. Do you believe in me? I have what it takes , You have what it takes, I see a greatness in you. Lets make this job work together!
- #7: Reflection implies looking in the mirror ..and in someway analysing yourselves one of the problems with this is not all of us like looking at ourselves and we don't always like what we see. Even if you are happy with yourselves in this way it may be that you’ve never been taught how to do it properly. I'm going to go through some do’s and don'tsGive my example:in my previous work I had agreed to coordinate a project which involved a range of staff. Unfortunately in one of the initial meetings i ran, i had assumed that all could attend and had provided no criteria or information in advance about what was expected at the meeting. With no surprise staff felt put out and i received a range of emails expressing their thoughts. I made a point to reflect on this and although it was after the meeting, it provided me with the ability to plan in advance of meetings that i attend or chair in my later life.
- #9: Point to make is evidence building and yes although you want to consider that this is more aboit gaining recognisitioon. Don't forget that this is also about your potential to be employable as employers value good reflectors not do gooders!
- #10: Its not my job to do appraisals with you but what i can do is help you how to do this effectively and that is PP!