Education Officer Blog

Entry 03: IMC-ing some changes...

Fri, 19 Dec 2025 14:00:05 Z

Diary of an Education Officer
Entry 03
19 December 2025

If you haven't come across them before, Individual Mitigating Circumstances (IMCs) are conditions which temporarily prevent a student from undertaking an assessment or significantly impair their performance in that assessment – students can submit an IMC if they experience such circumstances; more info can be found on the University website.

IMCs are one of the areas I came into this role super keen to work on. I’ve seen firsthand – and continue to hear from students – how stressful and inaccessible the process has felt, particularly around things like evidence. HOWEVER !! Recently, I had the opportunity to work with the university on the IMC policy, and got to feed into some of the new guidance ; this was about reducing unnecessary barriers, and making the process clearer and more compassionate. These updates are now officially live, and with the winter assessment period approaching, I wanted to share the key changes with you, and explain what they actually mean in practice!

1. Evidence requirements

The wording in the policy has changed from:

“IMC claims require evidence”

to:

“Depending on the nature of the claim, the University may require evidence.”

In practice, the new approach is:

If you have evidence, you should submit it.
If your claim is more complex, you may be asked to provide evidence.
If you don’t have evidence, but something significant happened, you should still submit an IMC.

Your written statement is a form of evidence, and students shouldn’t be discouraged from applying just because they don’t have documents.

2. Clearer IMC deadlines for exams

Previously, deadlines for submitting an IMC for exams were… not very clear! So this has now been updated.

For exams taken during Assessment Periods, there are now set deadlines published on the University website. This means the deadline is now the same regardless of whether you’re submitting a claim for one or multiple exams. The dates for the 2025/26 academic year are:

Semester 1: 28 January 2026
Semester 2: 3 June 2026
Summer Supplementary Assessment: 4 September 2026

Hopefully, this makes the process much clearer and less stressful.

Just be aware that this is only for exams in Assessment Periods. For all other assessments, e.g. coursework, you still need to submit your claim within three working days of the affected deadline!

3. Late IMCs

There is now clear guidance on when late IMCs may be considered. The policy states:

“A claim for individual mitigating circumstances submitted after the appropriate deadline may exceptionally be considered where a student could not reasonably be expected to submit on time. This is at the discretion of the University. Claims must in all cases be submitted in time for consideration by the appropriate Boards of Examiners.”

In practice, this means:

You should always try to submit an IMC before the deadline if you can.
However, if something genuinely prevents you from doing so – for example hospitalisation, or disability-related barriers – the panel may still decide to consider your claim.

This gives more flexibility in situations where meeting a deadline just isn’t realistic.

4. Translation of evidence

The wording around translated evidence has also been updated. It has changed from:

“If your evidence was not originally produced in English, then an official translation must be provided.”

to:

“If your evidence was not originally produced in English, then an official translation may be required.”

This means that students may still be asked to provide a translation, but it is no longer an automatic requirement in every case. Hopefully, this helps reduce unnecessary barriers and costs for students!

While these changes are important and really positive to see, they’re not the end of the conversation... There is a lot of work still going on behind the scenes!

Good luck with revision, and take care of yourselves <3

With love,
Helen xoxo

Entry 02: A wild BOOK NOOK appeared!

Thu, 02 Oct 2025 11:11:14 +0100

Diary of an Education Officer
Entry 02
2 October 2025

If you clocked the Pokémon reference in the title, gold star – the library’s new "Nook" has officially appeared! It’s a quiet corner at the back of level 2 of the library, with comfy seating and shelves of fiction and casual reading – basically the perfect spot to unwind, take a breather, and forget about deadlines for a bit.

I got the chance to be at the official launch (I even cut the ribbon y’all !!), and it was a lovely moment to celebrate how important these kinds of projects are. For me, it ties directly to my manifesto: building a culture that puts wellbeing first. Spaces like this show that wellbeing matters just as much as academics, and that uni life should give us the room to connect, recharge, and feel part of something bigger than just our courses.

The SU has been backing this project for a while now, with previous officers helping toward getting funding approved. It’s the kind of behind-the-scenes stuff you wouldn’t necessarily expect officers to be involved in, but it’s pretty cool that we are! Our Activities and Sport Officers sit on the Alumni Fund Committee, and our SU President sits on the Student Experience Fund Committee, so the student voice was right there when those decisions were being made.

Something I find amazing is that the design came from a student – Annie Tang – through a competition run with placement students from Architecture & Civil Engineering. On top of that, there’s some lovely artwork from students in the space too. The collaboration in this project is what makes the Nook feel like it really belongs to us!

I'm excited to see how y'all use the space – with all the furniture being moveable, it's really functional and can be used for anything from independent quiet moments to book clubs led by our student groups! And of course, you also can do a grab 'n' go dealio, as you can borrow books from the nook just as you would with everything else in the library. It really does make reading for pleasure more accessible, which is so great to see.

So next time you’re in the library, go have a lil' look. Grab a book, switch off for a while, or just enjoy the fact that the Book Nook is here – a cosy little corner that’s ours, and for everyone <3

With love,
Helen xoxo

Entry 01: Babe, wake up! New Education Officer just dropped!

Wed, 23 Jul 2025 13:39:26 +0100

Diary of an Education Officer
Entry 01
23 July 2025

Soo… somehow, it’s already been one month since I officially started as your SU Education Officer – it's flown by, which is wild considering how much has happened! We kicked things off with a two-week handover (chaotic, slightly overwhelming, but genuinely lovely), and then I fully stepped into the role on the 23rd of June. Since then, it’s been non-stop!

Handover was a whirlwind – but in the best possible way. I’ve had the chance to meet so many brilliant people across the SU and university, and it’s been fascinating to learn about everything they’re working on. There's been a lot to take in – and a lot of acronyms to memorise (seriously… why are there so many?) – but the energy has been great, and I’ve come away feeling really excited for what’s ahead. Hugest of thanks to the lovely Amber, who prepped me so well and made sure I felt genuinely supported every step of the way. Starting something like this can feel like jumping into the deep end, but all the SU staff have made it feel like I always have someone in my corner, and I truly feel so welcomed.

The last few weeks have been filled with that weirdly surreal feeling of doing things you never imagined yourself doing, and realising – oh wait, I can do this!

Like speaking at graduation ceremonies (!!). As someone who’s still very new to public speaking, standing on stage and addressing literally hundreds of people felt terrifying, kind of insane, but also ridiculously special. I got to speak at two ceremonies – including my beloved Social & Policy Sciences pookies – and attended a few others too! Honestly? I nearly cried every time. The buzz, the joy, the sheer relief on everyone’s faces – it was such a privilege to be part of it.

I also attended my first University Council meeting with Benji. A space where major decisions about the university are made, and being in that room means wearing a different hat – thinking long-term, and critically. It’s a big responsibility, but also an opportunity to help shape the bigger picture of where we’re heading as a university.

Something I’ve been reflecting on over the past month is how much of this role happens behind the scenes – especially over summer, when there aren’t as many students around. From the outside, it might seem like it’s all meetings and formalities (and don’t get me wrong, there are a lot of those), but there’s also so much learning, planning, and thinking that goes on quietly in the background. Even without the day-to-day student buzz, I’ve already seen how much of this job is about holding onto the bigger picture while keeping student experience at the heart of it all. And doing it alongside such a beautifully passionate officer team? What a treat!

So, what’s next? Honestly… A lot. This is only the beginning, and there’s so much great work already underway for the next academic year. The officer team are currently figuring out our “top ten” key priorities for the year, which is super exciting stuff! More to come on that soon…

I want to keep sharing the journey – not just the polished wins, but the messy bits too. Because this role is about you. Your voices, your experiences, your weirdly niche course complaints, and your brilliant ideas – I want to hear all of it.

If there’s something on your mind, or you’re curious about how to get involved, come find me! My inbox is open, and over the next year I’ll often be wandering around campus looking overly caffeinated on tea :)

With love,
Helen xoxo

Wrapping up the Top 10!

Wed, 18 Jun 2025 09:55:43 +0100

Hello lovely people! Yet another wrap up blog post – this is to cover the final update on this years Top 10 items, and to give you a plain explanation of each point.

Inclusive Teaching Policy

‘Inclusive teaching & assessment’ workstream established under the Inclusive Education Steering Group

The “Inclusive Education Steering Group” is a large group setting up different projects to help ensure education as bath is inclusive and accessible for all students. It has a specific focus on disabled and neurodiverse students, and what the University needs to do under the 2010 Equality Act, as well what is general good practice, informed by students wants and needs.

Part of this steering group is “Inclusive Teaching & Assessment”. This covers the development of inclusive assessment principles and guidance (especially for group work and oral assessment), as well as the development of inclusive teaching principles, policy, and guidance (including toolkits, training, and good practice/monitoring).

The workstream is developing a Framework for Anticipatory Approach, a Reasonable Adjustments Policy, & Case studies and support for staff, to be completed by the end of AY25-26

“Anticipatory approach” means that inclusive practice becomes standard practice, so students should be able to access some general help without having to declare or evidence disability.

CLT creation of a new resource for staff to enhance the consistency of approaches to Group Work, including guidance on inclusivity in this context

The “CLT” is the Centre for Learning and Teaching – they’re basically the people who teach lecturers how to teach and other skills – kinda like how we have the Skills Centre as students

We know that group work can be especially problematic for students as you need your reasonable adjustments, but these need to fit in with people who may not have your adjustments, and you may not feel confident explaining to them what your adjustments are.

Therefore, the CLT is determining how to put these reasonable adjustments in place for group work, as well as helping identify which ones may be useful in different contexts.

Student DAP survey will be implemented from this summer to monitor the effectiveness of DAP implementation

Way back, I took a paper on DAPs (Disability Access Plans) to Education Advisory Board. Students told us a lot of useful data, and one of them is that implementation of DAPs can be super varied – both across and within faculties.

This summer, the disability service is putting out a survey to all students with DAPs. This survey will be to check in how your DAPs are being adhered to (or not) and will help the disability team identify where there are issues. This could be, for example, if there are more issues in one faculty/department. From this, they can then make interventions to tackle this directly.

Academic Rights

‘Additional considerations’ and ‘DAP Enhancement’ workstreams established under the Inclusive Education Steering Group

As mentioned above, (but repeating in case you skipped to this bit!) - The Inclusive Education Steering Group is a large group setting up different projects to help ensure education at bath is inclusive and accessible for all students. It has a specific focus on disabled and neurodiverse students, and what the University needs to do under the 2010 Equality Act, as well what is general good practice, informed by students wants and needs.

“Additional Considerations” covers “the development of additional considerations support framework” – basically, this means reviewing things for when stuff goes wrong, like the IMC process. This isn’t the same as reasonable adjustments – as it usually covers things that happen post-assessment, rather than pre-assessment.

“DAP Enhancement” covers a whole range of projects around disability action plans (DAPs) both long and short term. This includes how to report when things go wrong, better guidance for lecturers about putting adjustments in place, and making sure that this work can continue long term.

SU Academic Rights webpages created and promoted

On the SU website, there is a webpage that covers your rights, alongside the documentation they are related to – such as reasonable adjustments being part of the 2010 Equality Act, or being able to appeal your grades as part of University Regulation 17.

Academic Rep resources published in SU blog posts

These sat on the Academic Rep Teams for a hot minute, but there are a whole host of resources on the Education Officer blog in plain English, including

What is a DAP – including how you get one, and signposting
What Personal Tutors/Academic Advisors are for, and what to go to them for
The University’s AI policy for assessment
Lecture Recording Policy at a glance for students
B Conditions – what they are, and what to look out for and ask about as an Academic Rep
Step by step guide to stage one appeals (including shareable images with alt text)
The IMC phrasebank
Blogpost with Step by step guide to IMCs in plain English (including shareable images with alt text)
A big ol’ resource blog to signpost disabled students

SUmmit standpoint on IMCs and extensions discussed and approved

This standpoint stated that “The SU believes that the University should amend its IMC and extension policies and processes and standardise these across departments in accordance with its EDI Commitments.”

This provides student voice to back up the current work of the Inclusive Teaching Steering Group, and a full update is on the standpoint update blog.

Agreement to the creation of a new University signposting page

This point means that the University website would have a ‘landing page’ of a whole host of signposting resources to make sure you know where to go when you have an issues. This is currently in the scoping stage to make sure any and every issue is covered, as well as determining who is responsible for keeping it up to date.

Until then, I have my own DIY ones! One specific to assessment issues, and a more general one

Creation of a new Visio resource to support staff with student signposting regarding 'Additional Considerations' (IMCs etc)

A visio is like a flowchart software, and this is currently being reviewed so it is as easy to follow as possible. It shows the paths both staff and students can take when students come to you with issues, and has an amazing level of nuance. It is currently super tangled and intricate, so is not yet set to be for students.

Ideally, an interactive version of this will be set up so that it is clearer to follow for all – including one in more plain language for students.

What is the Inclusive Education/Equality Act work?

Mon, 16 Jun 2025 16:28:05 +0100

In updating SUmmit, the Top Ten etc – I keep referring to the Inclusive Education work (or, alternatively, the Inclusive Education Steering Group or “equality act work”) – but what is it?

The Inclusive Education Steering Group is a large group setting up different projects to help ensure education as bath is inclusive and accessible for all students. It has a specific focus on disabled and neurodiverse students, and what the University needs to do under the 2010 Equality Act, as well what is general good practice, informed by students wants and needs.

It has four workstreams

Student & Staff Awareness and Engagement
DAP Enhancement
Inclusive Teaching and Assessment
Additional Considerations

Awareness & Engagement

This covers developing the communications and engagement for the group and its work, as well as making sure student voice is integrated, staff training is updated, and that student leader training is updated and developed.

DAP Enhancement

DAP Enhancement covers a whole range of projects around disability action plans (DAPs) both long and short term. This includes how to report when things go wrong, better guidance for lecturers about putting adjustments in place, and making sure that this work can continue long term.

Inclusive Teaching and Assessment

This covers the development of inclusive assessment principles and guidance (especially for group work and oral assessment), as well as the development of inclusive teaching principles, policy, and guidance (including toolkits, training, and good practice/monitoring).

Additional Considerations

Additional Considerations covers “the development of additional considerations support framework” – basically, this means reviewing things for when stuff goes wrong, like the IMC process. This isn’t the same as reasonable adjustments – as it usually covers things that happen post-assessment, rather than pre-assessment.

SUmmit Standpoints – where are they now?

Tue, 10 Jun 2025 15:22:15 +0100

The past year has been an absolute flurry of new and shiny standpoints under our even newer and shinier SUmmit model – and a LOT have been been for Education. From writing the briefing papers, to presenting to our student leaders, and chasing them up afterwards – here is what you (might’ve !) missed from me in SUmmit this year

Engagement monitoring

The standpoint

The University must continue to constantly seek student feedback on engagement monitoring and data collection

The background

Engagement monitoring in its current form was first integrated into the University in about March 2020, as a way to ensure students were still engaging with their studies when they went remote due to COVID.

The possible expansion of this was brought to Academic Council way back in February 2022, and the University reapproached the SU with the view to expand the provision of engagement monitoring with a specific focus on using this to help student welfare.

It is key to know that as of October 2024, the scope was specifically limited to engagement monitoring (meaning things like Panopto and moodle log-ins), and this no longer included elements of attendance monitoring (such as lecture attendance) due to student feedback.

The progress

Student consultation was gathered from the SU, Senate, the undergraduate Academic Exec, Academic Council, faculty forums, SUmmit, and an academic rep focus group. This was then passed on to Ben Goose, who oversees the project.

Overall, feedback was quite negative – students expressed concerns for how their data may be used and who can see it (e.g., can students who teach see it?), gamification causing wellbeing issues, and lack of reliability (e.g., SafeZone having faulty GPS in some areas of campus). Some positive comments were also recorded, such as making the university experience equitable between home and international students (as the latter are monitored due to visa rules), ability to use this to boost engagement or otherwise boycott lecturers who weren’t engaging, and appreciation for the wellbeing lens.

As this was a scoping exercise, we have a clear definition of engagement vs attendance monitoring, but no specific examples of what would be monitored have been provided, as this has not yet been determined or put in a plan. Nonetheless, student input into what is included has been considered, and will continue to be considered.

Next steps

There is some work going on in the background here that has been made available to current SUmmit reps. Once this is more widely distributed, the incoming Education officer is set to:

Organise a Q&A with the University and students to provide context and provide a space for questions on engagement monitoring
Further pursue student insight – both through student leaders and the wider student body through open events
Provide a clear list of what data will be collected and how this will be used.

Late submissions policy / IMC and extension policies and processes

Due to similar/overlapping discussion, I’ve lumped these two together.

The standpoint

The University should prioritise student welfare and academic equity with a standardised response to late submission of assessment.

The SU believes that the University should amend its IMC and extension policies and processes and standardise these across departments in accordance with its EDI Commitments.

The background

Currently, there is major variation in IMC and extension processes. As per QA16 (a document that outlines assessment, marking, and feedback practices, rules etc), section 8 highlights that

Procedures and expectations apply of a unit basis (so each unit can have a different way of applying for an extension, what is valid, and for how long)
Departments, faculties, or the School can set the length of extensions, including maximum lengths (so your extension length for the same reason can vary dependent on your subject)
Students request extensions via the procedure published by the department, faculty, or School (meaning HOW you apply for extensions e.g., via app, form, or email, varies across the University)
Students must submit an extension request prior to the original deadline (but we know there is anecdotal evidence of retrospective extensions)
Departments will notify students what usually doesn’t permit an extension (but the way this happens vary, and can be more strict or lenient dependent on department)

The progress

Standardisation of extension policies and a review of IMCs has been undertaken as a larger piece of work under the inclusive education umbrella.

Lecture recordings

The standpoint

The SU believes that lecture recordings should be mandatory for all taught content and must meet a consistent and accessible standard, ensuring they are clear, promptly available, and retained throughout the course duration.

The background

Lecture recordings have repeatedly been featured as a student issue in the Top 10 – in 23/24, 20/21, and 14/15.

Previous concerns from academic staff regarding lecture recordings have included:

• Difficulties with the technology/needing training to record effectively,

• Intellectual property rights,

• Some content not being appropriate e.g. student sharing lived experiences in lectures or debating controversial topics,

• Whether recordings would be used as part of probationary or performance management processes,

• Students sharing recordings/clips of recordings on social media.

The progress

Current work on lecture recordings is focused via an inclusive education policy lens – and as such is included under the inclusive education work umbrella. This may cover aspects such as speed of recording release, and how long lecture recordings are available.

A lil while ago I put out a student facing version of the lecture recording policy so students can understand their rights/alternatives at a glance.

Evidence of poor camera quality, projectors blocking whiteboards etc was submitted to Education Advisory Board, and DDAT immediately fixed issues that could be, and was granted remit to investigate all lecture rooms on campus to identify further issues.

Next steps

DDAT is set to return to Education Advisory Board with an audit of recording issues, and budget/timeline needed for these changes to be enacted.

Wrapping Up - the Good, the Bad(ish), and the Ugly

Sat, 07 Jun 2025 15:55:09 +0100

Hello lovely people! In what will be my LAST EVER blog post (which I can hear an active sigh of release about – who else blogs THIS MUCH?), I’m gonna try to round up the past two years across the good, the bad, and the ugly.

THE GOOD

The Good is everything that makes me jump for joy, makes me think “what even is my job”, and is also often focused on you, our students.

Education Awards!

Two terms means two Education Awards, and it definitely gets better with time – I wouldn’t say EASIER because we decided to change basically everything, but I definitely had a better grasp on what people need, do, and ask about. Moving to the Guildhall was a super well received move, and I even got my first Education Award!

Inclusive Education Work

If you have followed either of my campaigns, you know both were centred around my own (not so niche) interest of inclusive education – and between presenting a paper about the issues around DAPs to Education Advisory Board, the glorious work of Kate Awdry and other unsung heros alike, and of course, input from you, our students we now have a fully fledged set of working groups breaking down issues around DAPs, learning & teaching, assessment, IMCs, and more!

Not only that, we are also seeing great strides for the accessibility of campus – with the accessibility committee I have been on since final year finally getting a yearly budget!

Graduation Work

As well as championing disability awareness within the education -sphere-, a true point of joy has been how disabilities are now considered at awards ceremonies – including graduations!

My guides for disabled/neurodiverse and trans students currently lurk on the blog, but also have made it on to the news in ten, so I hope they help someone this (hopefully sunny!) summer graduation season.

The trans guide specifically has been a super collaboration, taking insight from our LGBT+ society and the amazingly hard work of registry to ensure that students feel comfortable, knowledgeable, and know where to go if they have anything extra to ask!

All the Academic Rep Resources

Part of handover has been trying to dump everything I have learnt into one concise place, and luckily, my plain English guides have proved to be a great outsource – thanks past Amber!

They’ve covered who/what an academic advisor is, AI, IMCs, appeals, and more, and they’re all squirreled away here on the blog to be referred to with ease. Not only this, but there is the absolute labour of love that is the IMC phrasebank – something that took me longer than I’d like to admit, but serves as a super well received first point for y’all fighting against the crush of three days to get your claim in!

The Pantry

At the end of our first year as officers, we pooled our officer budget to feed y’all with the SU pantry, and hundreds of you turned up. Now, we have a community organiser (read – a student who helps run our pantry!), funding from the Uni, and continue to help out any and all of y’all getting through the cost of living crisis. It seems so strange that something that started in a store cupboard now has its own dedicated space and staff member – but it also speaks to the true change that a team can make.

Speaking at conferences, focus groups, and more!

Part of being a certified Education Nerd means that you get to sometimes Professionally Nerd Out – and this means I have reached a whole lot of corners of the internet – writing two Wonkhe blogs on the issues with award season and oversharing as an officer, but also speaking at conferences about Action and Participation Plans for UUK, Lifelong Learning Entitlement for the QAA (using the example of my dream business – Cradlez), and on survey saturation at the Festival Of Higher Education. I’ve also been in big ol’ focus groups for the Department for Education waxing lyrical on widening participation and access, and AI policies. We’ve even roped y’all in during elections week to meet John Blake and talk about what widening participation means to you.

And more!

This past few years, I’ve managed to go on international trips, back to the North, to Buckingham Palace (!!!), seen a SUmmit rework, bugged y’all for Together We Shape Tomorrow, and even scraped together a University Challenge team (twice). Theres so much to cover, and frankly, I’m impressed you got this far into the blogpost.

THE BAD(ISH)

The Bad(ish) focuses on stuff that was, to be frank, Quite Bad, but had a light at the end of the tunnel – this is where your voices have truly shined and made a difference.

The bursaries

The bursary cuts were an absolute blow – one of the main reasons I came to Bath was that, as a widening participation dream, the bursaries were something I knew would tide me through. The bursary helped me afford when rent overlapped during placement, working two simultaneous placements while relying solely on student finance, put down deposits for renting, and have overall, repeatedly, saved me from accruing massive amounts of debt or having to work long hours, like many students have to.

BULU launched a campaign to build back bursaries, and the impact was felt – this student voice alongside the charm and sheer ingenuity of the Gold Scholarships team (with an extra focus on Liz Simmons!) birthed the Claverton Scholarship – which boosts the sheer amount of money students receive, alongside giving them amazing opportunities for social capital and a skills passport that I wish I’d had access to.

The Econ Exam

I was coming back from a graduation, and my phone was ringing off the hook when I found out about the Econ Exam. If you missed it (somehow), this BBC reported incident was when an Economics exam had its mark scheme printed alongside it, and saw hundreds of students having to repeat it.

With the Economics exam, student input helped us at the SU build a case so that we could secure

Extra examination dates
IMC help and guidance
Alternative assessments for exchange students
Escalation of the issue to Pro Vice Chancellor Education and the Vice Chancellor
New guidance for exam printing, and invigilator training for misprints

While this didn’t save the first year Physics exam (working on it, I swear) – it was so stellar to see such a range of support come out for students, and the rate of change was the best I’ve seen.

THE UGLY

The Ugly is just everything that is a Terror – the silver lining here is that there may be lessons learnt, but it doesn’t have the same pull or turn around in the Bad.

The MAB

The one true terror of this whole time has been what I came in on – the Marking and Assessment Boycott (MAB). Half of our officer team skated through the first half of their year with no degree thanks to its impact, we had to include a nod to it in our inaugural graduation speeches, and as Education Officer, people were demanding answers from day 0 (to be generous).

MAB eventually came to an end, and (ratified by student votes), the SU continues to support UCU action on strikes – but it was heartbreaking to see so many students feel so amazingly disheartened and hopeless, even if for most it worked out in the end.

Amber's Guide to Exams

Tue, 13 May 2025 13:39:42 +0100

Hello lovely people ! This is a rather dull but lovingly functional blogpost just to redirect you around to some things you may need to know this exam season:

BEFORE THE EXAM

I cant see my exam on Inspera or SAMIS

For digital exams, they should show up on inspera at least 72 hours (3 days) in advance – if they don’t show up in this time, you need to contact your department.

You use the same contact for if you can’t see an exam, online or in person, on SAMIS.

I’m late for my exam!

You can come into an in person exam up to 30 minutes late, beyond that you will need to apply for an IMC instead, and sit it later.

I feel sick, I have an emergency, or I otherwise cannot attend an exam

If you cannot attend an exam due to something beyond your control, you need to submit an IMC within three days of the exam. If accepted, this usually means you can resit the exam uncapped in the resit period.

I have a whole step by step post on how IMCs work, as well as a super handy phrasebank you can pull from to help you get it in on time!

I have something else wrong!

If this isn’t urgent, email examinations@bath.ac.uk detailing your issue. If it is, you can call the Exams Helpline between 8am and 5pm, Monday to Friday on +44 (0)1225 387500

DURING THE EXAM

I feel sick

If you feel too sick to sit your exam, my personal advice here is to not sit it, and to send in an IMC. This is as, presuming your IMC is accepted, you can resit your exam later as if it is your first (and therefore uncapped).

However, if you HAVE started your exam, then IMCs have a different effect – and dependent on the unit, you may not be able to resit if you haven’t failed the exam or the unit. Instead, they do stuff like helping you get into the next classification if you’re close and have a similar mark history, progress into your integrated masters year, and more.

You can still file for an IMC, but this will not change your mark.

There is an error in the paper

Tell your invigilator!

If only a few of you do so, you’ll be asked to answer the paper as it is written.

If more do, then the chief invigilator will make an announcement that there is a potential error – stating the question number – and you will still be expected to try and answer it.

If this is a BIG mistake that can affect the integrity or validity of the exam, then the chief invigilator makes a further announcement, saying

We have identified a potentially big issue with the exam
We cant correct it right now
The exam will carry on
Sorry
Please don’t talk or disrupt other people

It is then reported to the Exams team to sort out

If you are taking a remote Inspera exam, then call the Exams Helpline on 01225 387500

I can’t load my exam, or have another technical issue in accessing my exam

First, check the Uni’s IT status.

If Uni IT is working, check your own device. Try restarting it, but remember to save any work you’ve done so far!

If there is any other issue, the Uni has a whole host of videos on how to use Inspera and what to do when there are issues with it.

If your issue still hasn’t been covered, then call the Exams Helpline on 01225 387500

My Inspera files aren’t uploading

If you can’t make or create files for Inspera, check the following:

Is it in PDF?
Is it a large file? Can you use a different app that makes the file smaller like Genius Scan?
Is your set up, and the Uni IT working?

You have to make sure that all your files are in the right format/type and can be opened.

You can’t replace any files after you press submit now.

I submitted my online exam late

If you submit late, you will get a late submission penalty – this is anything from 5% off, all the way to capped at a pass, dependent on how late you submit it. If you submit after 30 minutes, however, this will be considered a non-submission, and you will automatically fail it.

If it falls within that 30 minute window, and you submitted late due to tech reasons beyond your control, you can ask for a penalty review. For this you need a description of the tech failure, and time-stamped evidence – so remember to take photos and screenshots!

You submit your request via a web form within two working days of your exam.

I didn’t press submit!

Sadly, Inspera doesn’t autosubmit- so if you are within 30 minutes, make sure to go back to your exam and try to press submit.

If it is later than this, then it will be submitted as a non-submission. You can still file for an IMC, but this won’t necessarily mean you can resit the exam.

AFTER THE EXAM

You’ve most definitely heard this all month (probably all year to be fair), but it is so important to look after yourself – especially around times that can be super stressful like exam season.

There’s a whole host of free stuff across the SU, Uni, and city available all year round, as well as our ever gorgeous study well programme – this year we have giant bubbles, meet a guide dog, inflatables and brand new puppy yoga!

Graduation Guide for Disabled and Neurodivergent Students at Bath

Tue, 22 Apr 2025 13:02:52 +0100

Hello my loves ! Back in summertime, I made a general guide for graduations – which you can find if you dig deep enough on the SU Education Officer blog. I heard that this was handy for y’all and so wanted to make a couple separate posts on graduation guides for other people who might be attending in January. So, I am setting up the following:

Disabled & Neurodivergent students guide

Trans students guide (with updated guidance!)

This guide is specifically for the student graduating (so that it doesn’t get too long!).

Physical accessibility

Can I use a mobility aid?

Of course!

The Abbey is wheelchair accessible, and you are welcome to use any kind of mobility aid you feel comfortable with – including walking sticks, manual wheelchairs, and power/electric chairs. If you need to borrow a wheelchair for whatever reason (e.g., if you’re an ambulatory wheelchair user) this service is available both via Security in the Library on campus, and also from the Abbey itself.

To borrow one from campus security, you can email them on security-office@bath.ac.uk, or call them on the non-emergency number 01225 385 349.

To borrow one from the Abbey, you can email vergers@bathabbey.org or call them on 01225 303 328.

An email template could be something like:

Dear X

I hope this message finds you well! I am a current student at the University of Bath, and I am looking to borrow a wheelchair for my graduation ceremony.

I am in the ceremony at TIME on DATE.

When would I be able to pick up the chair? Any advice on when and how to return it is also appreciated.

Best regards,

NAME

Thanks to repairs on the Abbey floor, the floor is now stable and level. As well as this, the stage itself has no steps, instead having ramps either side.

Moving around the Abbey

If you also want to try to see how you can move around the Abbey, you can request to come in before your ceremony to see how you can navigate the Abbey and the stage. You can request to do this by emailing graduation@bath.ac.uk. This slot will usually be either after the last ceremony of the day, or right before your ceremony when the previous one has left.

Before you get onto the stage, you get up from your seat in the pews and join a line. In this line, people will typically check your gown, hat, and name. If you cannot stand in lines for longer periods for whatever reason, telling an Usher is your best bet – as they can find you a seat or delay you standing up until you need to be called onto stage.

Specific measurements provided by Euan’s guide include:

Main entrance at level access at 1150mm wide

Route and other doorways around the main Abbey being a minimum of 1350mm

Route around the shop is 800mm wide or more

Accessible toilet is via a door with a width of 790mm

Where can I park?

The nearest Blue Badge parking is on York Street or outside the Guildhall. Failing this, the nearest short stay car park is in the Podium – approximately 5 minutes away.

Sensory Accessibility

Is there loud music, flashing lights etc?

There is loud organ music playing at the start of the ceremony and consistent clapping throughout.

When you have your photo taken on stage, they use one large flash light.

Can I wear noise-cancelling headphones or earplugs?

Absolutely! Earplugs maybe more convenient so you can keep your cap on.

Is there a sensory friendly area or quiet space?

If you need it, you are able to make your way to the Discovery Centre under the Abbey. There are steps to this within the Abbey, as well as a lift and ramp if you can’t access these.

Service Animals

Can I bring my service animal / assistance animal ?

The Abbey welcomes service dogs, and you can walk across the stage with them. Note - I have been advised that we don't really tend to use the term "service animal" here in the UK (where this usually means stuff like police dogs!), instead "assistance animal" is the more widely used term. As service animal is used on the Abbey website, I have used both here.

Instructions during the ceremony

How will I know what is happening during the ceremony if I can’t see/hear prompts?

As this relies on your specific needs, I would recommend emailing graduation@bath.ac.uk to determine what works for you best – but as an example, prompt cards can be used if you can’t hear the Ushers.

What should I do if there are last minute changes?

You will be informed via your determined method by the Ushers, who are easily spotted thanks to their blue gowns.

Gowns

Are there gowns that are adjusted for wheelchairs?

Yes! You can contact Graduate Attire directly for these.

Can I modify my cap?

As these are typically rented, alterations need to be temporary/reversible.

For your cap, you can fold under the fabric part and using thick hair clips clip the mortarboard part onto your head.

How do I get out?

How do I get out if I need to leave the ceremony early?

If you need to get out of the ceremony early for whatever reason, tell an usher – they will get you to the side door.

If this is before your name is read and you cross the stage, make sure someone knows (otherwise we will look for you!)

Both the back and side doors have ramp access for this.

How can I get out of the ceremony at the end?

The person leading the graduation will lead it to an end, which will then be followed by organ music. The people on the stage leave first, and the ushers will signal to get you all up from your seats. You then form a queue, and you will be lead out of the Abbey. This is via the central aisle.

You can also choose to use a back door if needed.

Is there an accessible evacuation route if anything goes wrong?

Yes -all routes out of the Abbey are flat or have ramp access

Graduation Guide for Trans Students at Bath

Tue, 22 Apr 2025 13:01:10 +0100

If you are looking for a general guide for graduations, including where to go etc, you can find this on the Education Officer blog. This guide covers only specific guidance for trans students.

*Trans here is used as an umbrella term, so also include non-binary students.

Name and pronouns

What name will be on my seat/announced etc?

When you are filling out your graduation form, there will be an additional information section. This includes all the details you need to know, but in a nutshell,

Your formal/legal name will be on your seat

Your preferred name will be read out and in the brochure, unless you change it on the invitation form.

You have the option to have a different name read out embedded in the form, but you must disclose that you would like this name on your seat etc to graduation@bath.ac.uk.

If you need an email for this, you could write something like

Dear Graduation Team,

I hope this email finds you well. I am writing to request that my name be read as [Name] during the graduation ceremony. I would also like this name to be reflected on my seat and any related arrangements.

Please let me know if you need any further information from me to facilitate this request.

Thank you for your assistance.

Best regards,

[Name]

[Your Student ID]

Are my pronouns displayed?

Neutral pronouns (they/them) are used throughout the ceremony.

How do I appear in the graduation program?

Your formal, legal name is displayed, unless you have contacted graduation@bath.ac.uk

What will be on my degree/transcript?

Your formal, legal name will be on your degree/transcript, this is visible on your seat, but you can email graduation@bath.ac.uk to have it covered. If you change your name legally, your certificate can be reprinted to reflect this – just email graduation@bath.ac.uk and it will be added to the next batch of printing and sent out to you.

There are full guides on how to change your name as a current student, as well as as an alumni/after you graduate

What can I wear?

You can wear any formal wear you feel comfortable in!

Toilets

There is a gender neutral and accessible toilet on the Abbey floor, with binary gendered toilets downstairs through the Discovery Centre.

Guests

Can I invite people who aren’t my family?

Absolutely – every student gets two tickets and can put in a request for up to two more. Whoever you invite in with these tickets will be noted down, and people will not be allowed in without a ticket.

Safety

Are there protocols in place for addressing harassment or discrimination if it occurs during the event?

Security is there to make sure everyone stays and feels safe and are ready to step in if needed.

Education Awards 2025

Wed, 09 Apr 2025 16:05:22 +0100

Last Thursday was my FOURTH Education Awards, meaning so far I have been to:

One in 2020 that was all online thanks to the pandemic that shall not be named
One as incoming officer that was equal measures welcoming and intimidating, and also saw me rushing home as soon as it ended like Cinderella leaving the ball as I needed to submit my dissertation
One in my first term – where we introduced new awards, had a case of missing OJ, but otherwise kept to the status quo
And this one ! New venues, new food, new awards – all exciting and nerve wracking in equal measures

It was such a joyful night, and for the sake of my beloved archives (but also to give an extra shout out to those who couldn’t make it!), I wanted to make a post to celebrate all of our winners. Now, this is just a GLIMPSE into all they’ve done, but I hope it gives you a bit of an idea for all they’ve done.

Outstanding Contribution to Peer Mentoring (Student) – Janvi Mahtani Balani

Janvi is an amazing, highly engaged, and supportive leader – offering such invaluable guidance even when on placement. Being such a proactive mentor and providing continuous support for students made Janvi our winner.

Outstanding Contribution to Peer Assisted Learning (Student) – Rachel Legg

Rachel stepped out of her comfort zone to improve the confidence of her students. She created an engaging, welcoming, and all around stellar learning environment.

Outstanding Contribution to Peer Support (Staff) – Waleed Ali

Walled absolutely transformed peer mentoring in the Maths department by implementing additional checkpoints and creating a Python code to streamline matching for a whole cohort of student. This work led to increased engagement, and was shared with other departments for their own peer support schemes – highlighting his passion for collaboration.

Outstanding Contribution to Language Peer Assisted Learning (Student) – Senior Language PAL leaders (Vienne Hiu Yi Lin, Janvi Mahtani Balani, and Jovana Cuxac)

Vienne, Janvi, and Jovana absolutely EXCEL at supporting Language PAL leaders - creating valuable resources and fostering innovation in the program. They consistently contribute new ideas, engage with peers, and ensure the success and future sustainability of the language PAL schemes.

Peer Support Champion (Student) – Vienne Hiu Yi Lin

Vienne is a dedicated Senior Language PAL leader (I mean, her name has already shown up multiple times in the shortlist – isn’t this a good sign?) who has consistently demonstrated exceptional commitment to fostering a cultural community. Over the years, she has climbed the ranks from attendee to leader, and now Senior PAL, continuously supporting students with her passion for language and peer support. She’s not only made valuable contributions to training materials but also takes proactive steps to raise awareness for peer support, like sharing videos about the impact of being a senior leader. Additionally, Vienne serves as a Doctoral mentor, providing guidance and reassurance to peers - even across different time zones.

Outstanding Contribution to Academic Representation (Student) – Chaewon Seo

Chaewon has been a communication superstar, working to secure spare workbooks, making sure modules layouts make sense, and even secured an extension for the whole cohort – always a winner moves. Not only this, but she has also represented her cohort at a general council and has been an overall EDI superstar.

Outstanding Contribution to Academic Representation (Staff) – Ashleigh Curl

Ashleigh has been described as a true advocate – who goes above and beyond in everything that she does, and is also an “absolute inspiration to follow”. Not only this but she has truly met students where they are, making making an Instagram to advertise all things the students she supports might be interested in – and clocking in over 500 followers. Not only this, but she has also created a student neurodiversity network to promote a supportive and safe environment.

Outstanding Contribution to Faculty Representation (Student) – Ioana Mocanu

Ioana has been in the academic rep system for an ever-impressive half a decade – and during this time has organised community events, improved signposting, and even protected Wednesday afternoons off for integrated master’s students.

Postgraduate Representative Champion (Student) – Tianyu Xiang

A tireless effort from Tianyu has been made to bridge the gap between students and the university, ensuring that feedback is communicated to the appropriate channels. This has led to the development of meaningful initiatives aimed at improving the postgraduate journey. Through effective collaboration, positive changes have already begun taking shape, leaving a lasting impact on the program.

Academic Voice Champion (Student) – Huw Ford

The winner of this award has been all over the place for the past four years – at SUmmit, the Academic Exec, being a lead peer mentor, and chairing with impeccable timing and humour. There is a LOT here so to break it down to some bulletpoints, Huw has

Shaped SUmmit standpoints
Chaired the Academic Exec
Served as Senate Rep
Been a Lead Peer Mentor
Advocated for the redesign of the ePortfolio system
Enhanced employability tracking for students in Bio and Biochem

Outstanding Contribution to Student Experience at Bath (Student) – Nadine Guerfi

Nadine has been an inspiring leader – advocating for gender equality and women’s empowerment, played a significant role in organising an Arab Society panel event that raised £2000 for charitable causes as well as leading the society to win Best Delegation at the world’s largest Model UN conference.

Outstanding Contribution to Education at Bath (Student) – Ahmad Alkuchikmulla

Ahmad is a key figure in education at Bath – in the last year alone he has co-created the POLIS Skills Diagnostic Tool which has expanded across five departments in HSS, contributed to assessment and feedback mechanisms, been published in the Journal of the Centre for the Study of Violence, sat as a panellist for One Young World, facilitated student led discussions on pressing global issues such as Gaza/Israel and Syria, organised artist led educational events and podcast as Chair of the Islamic Society, and contributed to the establishment of Palestinian scholarships.

Lecture Recording Policy At A Glance

Wed, 09 Apr 2025 09:17:56 +0100

Y’all, year after year we have seen lecture recording issues on manifestos – and not just on Education, but also across roles like Community and President. So why hasn’t this been solved? What are the current issues? Where even IS the lecture recording policy ???

This is a “TLDR” of the policy for the bits and bobs that y’all ask me most about – it is worth a read of the full thing if it isn’t covered here, and for the exact wording.

What are the key points of the policy?

It applies to a LOT of places

The policy applies to all University students and staff – including external visiting lecturers, speakers, and examiners, and anyone else participating
It applies to any formal teaching activity – both live and pre-recorded lectures, seminars, external speakers lectures, LOILs, and classes
It DOESN’T apply to things like meetings with project supervisors and some forms of teaching where it is highly unpractical, or isn’t safe.

It is an opt-in policy

The decision to record a lecture is the decision of the teacher
This is unless the needs of any student cause a legal obligation e.g., for students with disabilities

It doesn’t have to be continuous

Staff can pause or stop recordings when hey think it is necessary, like if sensitive or personal info is being discussed.

You can get an alternative

If you don’t get a recording, and you should (e.g., if it says so in your DAP), it is the teacher’s responsibility to specify what alternatives there are, and to provide them.
The alternative should fit to your needs, as well as that of the lecturers

What alternatives are there?

This should be custom to the student and the lecturer, but examples directly from the policy include

- Only capturing presentation screens (PC/Visualiser) with audio

- Recording the presentations slides with audio commentary

- The normal capture process with the camera pointed away from presenter

- Pre-recorded versions of lectures

- Podcasts with notes

- Detailed notes accompanying lecture materials (for example, annotated slides)

Where is the lecture recording policy?

The lecture recording policy can be found on the University website

I can’t access my recordings – what do I do?

First, check with your unit convener/guest lecturer/whoever taught you – they could have forgotten to upload the recording, had a technical error, or doesn’t record but they haven’t updated you on the alternatives.

If you have a DAP and it says you require a recording (or that it is advisable), then you should have access to an alternative – see above.

Remember, the policy specifically states that as a student you have to try your best to get to a lecture – “Students are still expected to attend all scheduled learning activities if they are medically able to do so.”.

So - remember to emphasise that you could not attend (for whatever reason) when you are making your request.

Amber's guide to B conditions

Mon, 31 Mar 2025 15:44:07 +0100

Okay why do I need to know about this?

As a rep, you’ll be raised a lot of concerns – and a few of these can be about the quality of your education – this is what standards the Uni is held to about these.

What are they?

Okay so, there is this thing called the Office for Students (OfS) – they are the Government’s regulator for higher education. To keep accepting students, award degrees etc, the University has to prove to the Government that they are fulfilling conditions set by the OfS. These conditions cover what is a good, basic function of what a university should do.

As a rep, B conditions are your friend – they cover quality, reliable standards, and positive outcomes for all students, and are split into four.

B1 – A high quality academic experience

B2 – High quality resources and support

B3 – Positive outcomes

B4 – Effective, reliable, and credible assessment

B1: A high quality academic experience

This is all about what happens on your course – like how you are taught.

Courses have to be

Up to date – they should reflect the current thinking, practices, and work in your subject
Challenging – Simply put, it shouldn’t be too hard or too easy
Coherent – You should be learning the basics before you get into the deeper and more complex stuff, and be able to specialise as you progress through your degree
Effectively delivered – You should have a range of learning activities that are engaging, be able to interact with teaching staff, be regularly and effectively supervised when doing research, and anything that is professional or practice based should clearly be linked and integrated with your academic studies
Teach you relevant skills – You should be able to develop and demonstrate skills like evaluating evidence, making an argument, solving problems etc, and these should be relevant to your subject or profession

Not sure what this means? Think about:

Are lecturers (or other teaching staff!) good at explaining their content? Is it engaging?
Are you challenged to make your best work? Is it too overwhelming? Is it a breeze?
Do you get to apply theories and concepts you’ve learned about?
How much does your course build on what you have already learnt?
Is your course content up to date?
Are you developing knowledge and skills that will help you in the future?

B2: High quality resources and support

This B condition is about the resources and support that help you do your best, as well as feedback!

It covers

Good staff – Enough for the size of your class, who have experience and expertise in the subject, are trained and qualified, and (if you’re a research student) are currently undertaking research at the forefront of the discipline
Learning resources – You should be able to fully access course content, have access to good tech, have access to appropriate study spaces. It also means you should be able to get help to use tech or equipment.
Academic support – Support from staff with course content, to identify and address gaps in your knowledge or skills, and to help you with future decisions
Academic integrity – You should be taught on how to avoid academic misconduct – like how to cite and reference your sources
Careers support – Info, advice, and guidance to identify where you shine, which careers seem good for you, and support on how to apply for them successfully
Feedback and engagement – you should be given a range of opportunities to feedback on your course and the way it is delivered – this can be individually or through academic reps !

You might want to ask questions like

How easy is It contact staff?
How well organised I my course?
Are changes to my course clearly communicated?
Can I access learning resources ? Do they support my learning?
Can I readily give feedback?
Does my opinion feel valued?
Is it clear that feedback is being acted on?

B3: Student outcomes

Okay so this sounds like that scary question of “what do you want to do after you graduate”, but there is a little bit more to uncover here, and it is spread over three words

Continue – are students getting past first year and into second year?

Complete – are students finishing their results and getting a result at the end?

Progress – are students getting into employment or further study?

This condition is usually left with the officers who sit on a lot of boards who look at the big data on this, but we still would adore to know if you spot people not continuing, completing, or progressing, so we can bug the University about it!

B4: Assessment and Awards

This condition is about how you are assessed and making sure it is fair, valid, and reliable.

It focuses on

Effective Assessment are you being assessed in a way that tests your skills and stuff you’ve been taught?
Avoiding misconduct basically, are we making sure people don’t cheat and that they are caught when they do?
Valid and reliable Do you get consistent marks across different assessment types? Are you being assessed on what you’ve been taught?
Credible the amount of results we award is reflective of y’alls performance
English technical proficiency in English in a way that is relevant and reflective of your course level and content

You might want to ask questions like:

How clear is my marking criteria?
How fair is the marking and assessment on my course?
Is feedback on time?
Does feedback help me improve?
If I have something unexpected happen, do the rules that help me have longer to submit or give me more attempts make sense, and are they fair?

Amber's Step By Step Guide to Appeals at the University of Bath

Fri, 14 Mar 2025 14:09:46 Z

Following on from publishing my IMC guide - here is the possible next step of appeals!

Disclaimers as usual - the instagram style intro has not been registry approved (sorry!), but both the flowchart and the former post however has been. This also outlines your process and stuff I have found in a way that I think makes sense - it doesn't guarantee your appeal getting accepted.

This includes an outline of what an appeal is with definitions of key terms, followed by a flow chart of the stage one appeals process with a written alternative underneath.

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Appeal Stage One Flowchart

Amber's Step By Step Guide to IMCs at the University of Bath

Fri, 14 Mar 2025 09:38:48 Z

Hello my loves!

This has been sitting in the Academic Rep channel for a WHILE but with dissertation season around the corner, exam timetables coming out next Monday, and me in my final 100 odd days of office, I thought I would share it with y'all here for ease of finding!

Disclaimers as usual - these guides haven't been through the rigour of registry (sorry!) - the former post however has been. This also outlines your process and stuff I have found in a way that I think makes sense - it doesn't guarantee your IMC getting accepted. Remember the phrasebank as well !! It took what feels like a million years so I want it to go to good use <3

I hope this helps, and if you have any more q's or need clarification, pop me a message or head to SU Advice and Support !

With that, lets jump in !

Amber's IMC Phrasebank

Fri, 14 Mar 2025 09:24:25 Z

Hello my loves!

A quick ‘dump’ of a blogpost to give y’all access to the IMC phrasebank through the power of SU blogs!

If you’re unfamiliar, the IMC phrasebank is an absolute work of love (and sweat and tears) where I have tried to map out a bunch of things covered by IMCs and given you worked examples and example phrases to make sure you get your application right!

Disclaimers as usual - this is in no way a comprehensive guide, nor does it guarantee your IMC being accepted - it just hopefully removes some of that emotional labour and gets you through the toughest bit of trying to get an IMC written in the current super short timespan.

More details and guides are in the doc, and a post is coming soon with my updated guide !

This is currently just a link, but we are going to get it embedded in the website soon – so watch this space!

Going Loopy – What are the new course-level surveys?

Thu, 06 Mar 2025 14:37:54 Z

For many a year now, there has been an absolute void between unit evaluations and the Big Bad NSS (said very lovingly, but how intimidating were those phone calls for a generation that doesn’t open the door if we aren’t expecting someone to do so?). This has meant that there has been a lot of feedback from y’all asking for something to help those who aren’t knee deep in dissertations and final year projects reflect on their experience at University beyond specific unit feedback – and here it is!

Now, seeing that this is all kinda “feedback loop” themed, I’m gonna walk you through the questions through the medium of loops, circles, and all things cylindrical.

I really am running out of blog ideas aren’t I ?

First – Narcissus being stuck in his own reflection, for an overall reflection (get it??) of your course.

These questions look at building what you have previously learned, applying and connecting your learning to real-world problems and issues, and if your course seems to be a coherent and integrated whole. Whole. Like a circle… like.. wait hold on – I think I have another terrible circle reference incoming –

Second – The Ferris Wheel of Assessments.

This sounds simultaneously like a tarot card you haven’t quite picked up yet as well as a reference to my beloved seaside – but Ferris Wheel fits perfectly here for how you step on and start an assessment, building it up and submitting it, the wait as the stress comes down and you wait for results and – oh wait – this is a loop – we’re doing another assessment.

These questions touch on marking criteria clarity, how much feedback helps you to improve your work, the balance of assessments and more.

Third – Roundabouts

I still can’t drive, but I am very much in awe of the organisation and management of roundabouts – I am kinda convinced y’all become psychic for a hot minute because how do you know who is coming and going? But that’s why its perfect for this set of questions – this is all about how much you feel supported, communicated to, how your workload is, all things y’all bring up in your SSLCs, and that’s why we now have –

Fourth – The One True Ring

This section hits on student voice – meaning you’re in the metaphorical lime light – or, to keep in with the loop metaphor, the ring light! This looks at how you give feedback on your course, how clearly its acted on, and how simply free you feel to express your ideas!

Fifth – The Wheels on the Bike go Round and Round

Okay, so bikes may be a little bit on the nose here – because this bit is for sustainability. Plain and simple.

Sixth - *email notification sound*

Often heard in the library when someone forgets to mute their laptop and has on giant headphones – emails are my circular choice here for learning resources. You get a lot of learning resources from your emails (moodle forums anyone?) and the cycle of sending email getting email sending email is most definitely a loop.

Theres a whole host of learning resources all scrunched into a single question here – so let us know what you think of moodle, reading lists, your beloved subject librarians…

Seven – Hula Hoop!

Okay back to the super obvious circles – this hula hop is standing in for wellbeing. We wanna know here how you’re finding your wellbeing support, and how much you feel like you’re in a community. Now, you might want to do a en masse hula hoop class, but that would be terrifying for me, and so, I’ll give you our final circle –

Eight – Medals !

So, Bath is very famed for our Olympians right? So where else would we wind up? This final loop, circle, terribly overstrained blogpost theme is for your overall satisfaction. This is for you to pop off – tell us what you’ve loved, what you’ve hated, what you’ve found almost embarassingly mid – we want to know, and as the student, you know best.

Okay ! With that, we have finally made it to the sweet end – thank you for keeping with me, and I hope you get a lovely loop this week- like finishing a good book and having to set up yet another book as “reading” on goodreads.

TTYL

Amber

An ode to my valentine

Thu, 30 Jan 2025 15:26:06 Z

If y’all have been keeping an eye on the SU insta story lately, you would’ve seen all of us officers promoting our jobs (it is now less than two weeks until nominations close!) – and on my own little spree I got to answer an AMAZING question about what Runescape quest my job would be, but also got to brag about a true love of mine, which is being able to reward and recognise all those who have made my time here a joy – reps and faculty alike.

That’s why, this Valentines season, I’m encouraging y’all to show your love and nominate someone!

While the Education Awards page already has a bulletpoint list for each award, I’m v aware the Teaching Awards can be a little intimidating to sift through, so let me give you a rundown (and examples of what you might include!)

As a student, there are three awards I am gonna especially push y’all to nominate in:

All nominations go through one form, which you can find at the bottom of each individual criteria page, and I’ve also linked in each header.

Academic Advisor

Academic Advisor award is the ONLY award category students can solely nominate in – so your voice can really shine here! They don’t need to fit all of these, you just need to play to their strengths – so consider some things like:

How they have specifically helped you or your advising group
How they have made themselves accessible (do they have an open door policy? Do they check in with y’all on the regular? Do they answer emails at a speed that is almost like they have a time machine specifically for this???)
Do they have a welcoming, supportive environment? How do they make this?
Have they helped you make difficult but informed academic or professional guidance? Like help you cook up a killer CV, suggested a route you hadn’t even thought of before, or given you that extra push to take on something that seems difficult but integral for your own growth?
Have they been kind, compassionate, and shown signposting so effectively you’ve had to check if they are made of wood (get it? Signpost?)
Do they do anything you get to brag to your friends about that makes them wish they had YOUR academic advisor? From a cuppa to a cracking joke, we would love to hear about it!

Mary Tasker

This one is always met as a bit of an enigma by students and staff alike as it is not as readily descriptive as the others – but it is well worth a read into the history if you are also a bit of an archival nerd like me. But simply, the Mary Tasker award recognises excellence in teaching.

For this, theres an academic element and a student experience element,

For student experience:

Brag about how engaging their lectures are! Even if it’s a recording, do you look forward to going?
Do they do something especially niche or cool in their teaching style?

For academics:

Have they authored something especially valuable in their subject like a textbook or web resource?
Have they published anything on innovative teaching practices?
Are they involved in wider teaching initiatives or gained grants for it?

Director of Studies

Another award named simply after the role, this award is for DoSs who support learning and teaching, and also have a positive impact on the student experience. You can think about:

Examples of how they have helped your and/or your cohort navigate your studies, challenges, and careers – do they do “one year on” sessions? Helped y’all after a specifically disastrous exam? Just been an icon across campus?
Have they used your input to help change your learning experience for the better? Listening to how y’all wish teaching practices, assessments, or the curriculum would change, and getting that in place?
Have they put in new learning/teaching practices that have really shone? Collabs with other departments to give you that interdisciplinary experience? New learning strategies? Digital tools that have made your life so much easier?
Do they seek out the student voice? How have they used this? As an academic rep, have you felt valued? As someone who isn’t an academic rep, has your lived experience been something they wanna listen to?

This weeks bonus is another little playlist – enjoy !

Trams, Treats, and Terror - Wonkhe study tour via horror movies!

Tue, 28 Jan 2025 13:54:36 Z

Did you know I like horror movies?

Yeah? What gave it away? The quotability of Edgar Allan Poe? The taxidermy crow? My letterboxd top four? Okay maybe not the letterboxd thing, because that would mean you somehow have it and its not attached to my name – but you’ve got the gist.

Anyway, there is a point to this – recently I went on a learning tour with Wonkhe, wherein me, Jiji, and our lovely SU aunt/mum Charlie travelled across the Visegrad group of Europe to learn about what they do better on the mainland, and how we can bring this home. At one of these Universities, there was a gorgeous building dedicated to film studies, which was positively BEJEWELED with horror posters – a great love for me and Wonkhe’s own charming Mike Day. It even included my favourite iteration of Nosferatu vis a vis the 2012 Polish release poster!

Now, these are gorgeous posters right? So I thought, in order to try and give you a short(ish) and sweet oversight of the trip, I would deliver it to you through the power of cinema – more specifically, their posters!

DAY ONE – BUDAPEST – THE HAUNTING (1963)

WHAT IS THIS MOVIE?

In a nutshell, The Haunting (1963) is a slightly dressed up version of Shirley Jackson’s iconic The Haunting of Hill House – if you haven’t read anything by Jackson, this is an iconic place to start. It follows a group of people coming together to a house to investigate paranormal going ons, and you’ll have to watch it to find out what happens next!

ITINERARY & WHY THIS MOVIE?

We started off the day all meeting in the hotel lobby – a grand house where we all anticipate what is yet to come – just how the characters in The Haunting gather at Hill House.

We then walked across to Budapest University Library, where we met Eötvös Loránd University HOK (SU) and HOOK, the Hungarian national union. A bit of a stretch here, but delving into the unknowns of a new SU – including their major summer festivals- could echo the characters uncovering the secrets of Hill House – though of course, we were intrigued and had plenty of tea, while our movie protagonists were frankly suffering.

We then crossed over the river to Corvinus University – crossing from one space to another, like how the characters in Hill House attempted to cross from the world of the living to the dead.

While on that side of the river, we also visited the Budapest University of Science and Technology – and just how our movie characters gradually explore the house, we continued to explore the many Universities in the city.

DAY TWO – BRATISLAVA – DRACULA (1958)

WHAT IS THIS MOVIE?

The 1958 version of Dracula isn’t the first – but it does kickstart the Hammer Horror series for the eponymous antagonist, and also stars both Peter Cushing and Christopher Lee – what more could a girl ask for? I’m gonna assume we all know the story of Dracula though – even if it isn’t true enough to the novel to include a murderous cowboy who delivers Drac’s comeuppance.

ITINERARY & WHY THIS MOVIE?

We started off the day bright and early getting on a coach to Gyor – wading through the dark of an unfamiliar place to travel to a new one, just how Johnathan Harker did. In Gyor, they started students off with small tasks in their faculty before building up to larger roles, as well as dreaded mandatory sport.

We then set off to Bratislava to meet the Slovakian National Union SRVS, as well as meeting students from STU – which is one of the Universities in the city.

Finally, at about 7pm, we set off once more to Mlyny – a self-contained student city housing twenty-five thousand people – it being dark, the city being isolated, and continuously getting lost in the many corridors could easily give the vibe of Dracula’s castle, but the gorgeous cosy fairy lights of the dorms really drew you away from it – not to mention, the pizza we had there was also loaded with garlic in the best way possible, which wouldn’t be Drac’s fave.

If we have to draw it back to Drac though, I would have to argue that the lack of a centralised SU in Slovakia (instead going for faculty based unions) adds a unique twist – and can be tied to how Dracula’s power spread across multiple places and people.

DAY THREE – PRAGUE – THE WICKER MAN (1973)

WHAT IS THIS MOVIE?

A far cry from the Nick Cage remake you might be well acquainted through due to that TERRIBLE bee scene, the original Wicker Man is a true cult classic – from the magical musical stylings of Magnet, another appearance from Lee, and a looming sense of doom that you can never stop the ending, it is a charm. Fun fact – the band Magnet was actually set up and named for this movie as they thought they would sell a tonne of records – they didn’t, as the movie was actually originally a flop, but Lee flew its flag relentlessly.

ITINERARY & WHY THIS MOVIE?

Getting up bright and early for a 6am bus ride into Prague means that we were making a long and unfamiliar journey into a new land – just how Sergent Neil Howie made his way to Summerisle.

Once we made it to Prague, our first stop was Kampus Hyberska – a gorgeous, open, and artsy space where we were hosted by a positively comedic duo who were rightfully proud of the blend between student and city culture and community therein. The link here are the gorgeous cakes they served up along numerous fruit teas that would easily rival the works of May Morrison’s sweet shop/post office.

As well as this, we had a glorious foot tour that showed off the city’s 1989 Velvet Revolution which was spearheaded by students – if I absolutely wanted to stretch the comparison here, I would try to link the collective memory of the Velvet Revolution to the collective knowledge of the Summerislers, but maybe that’s a bit too far.

Then, we broke off to go look for food and have a tiny bit of tourism time before making our way over to Kampus Dejvice for the afternoon via the tram/underground. Now, while I am normally an absolute sucker for rail-based transport and therefore adored this journey, we unfortunately blindly trusted google maps for the platform number and ended up getting on the wrong platform and going the wrong way. We had got completely disorientated – kinda like how Howie does when he is trying to find out how to interrupt the May Day celebrations.

Finally, we went out to Skoda University, where we had a flying visit before we were back on the coach to Wroclaw. Luckily, unlike Howie’s boat as he tries to leave the island, the transport worked perfectly, and we all stumbled into our beds for just one night before we started off again tomorrow.

DAY FOUR – WROCLAW – GREMLINS (1984)

WHAT IS THIS MOVIE?

The most modern movie on this list, Gremlins is a comedy horror that follows a boy who receives the cutest animal you have ever seen as a gift, and then proceeds to completely ignore its care instructions – with disastrous consequences. I swear this day went well – it was just a little chaotic.

ITINERARY & WHY THIS MOVIE?

Although there was the option of a lie-in, 6am buses had absolutely messed with my sleep pattern, meaning I was up bright and early to start the day with a wonder around the Old Town where our hotel was – this meant discovering that Wroclaw is full of quirky gnomes littered all throughout the streets – hence why Gremlins takes the spot.

Following this, we went on to meet a group of student scientific circles and an SU called Samorzad Studencki before going on to eat as fast as we could at a student cultural centre. I had some gorgeous home-made pierogi (ordering in absolutely butchered Polish), which made me feel like the Mogwai trying to give off their initial charm – I’m trying right?

We then got on our beloved coach to Katowice, where we had a glorious stew/soup concoction, as well as real proper coffee and sweet treats at the University of Silesia’s Samorzad Studencki. If you have ever seen someone who has been travelling for over half the day get near a decent cuppa, then the comparison is obvious here.

We don’t arrive into Krakow until pretty late, but then we have finally arrived at our final destination – chaotic timings are gone just how the Gremlins calm down, and all is well. Maybe the gnomes left their mark on the day, just how the Gremlins leave their mischievous trail in their stead.

DAY FIVE – KRAKOW – THE SHINING (1980)

WHAT IS THIS MOVIE?

Truly a jewel in Kubrick’s crown, The Shining is a glorious adaptation of the eponymous Stephen King book – and is known for Jack Nicholson’s iconic smile and “here’s Johnny!” line alongside the all practical effects of the bleeding elevator, and the stunning (and sadly, quite real) breakdown of Shelley Duvall. It follows a couple and their son live in a remote hotel for the winter as the father takes on the role of caretaker – with the idea that the isolation will give him time and focus to write.

ITINERARY & WHY THIS MOVIE?

As we were in our final destination, we no longer had the coach – this meant that instead we were back on public transport – a routine journey on a tram to the University of Economics to learn all about their student parliament echoing the Torrance’s drive to the Overlook. Easy journey, destination filled with layered histories and intricate dynamics.

Following this we had a rushed lunch (are you spotting the theme here?) in a cottage-esque restaurant, full of wooden features and rustic, lodge-like charm - just like The Overlook.

After this, we made our way across to Jagiellonian University – which had the most impressive council room I have ever seen, all decked out in velvet and inscribed and gilded chairs, as well as a painting of Copernicus I have looked at via the beauty of the internet every day since. A grand empty room of splendor and a picture I’m obsessed with? Sounds just like the Outlook ballroom and the infamous ending photo, no?

With this, we were officially done with our visits, and as the cold set in and the evening darkened further and further, we were told to meet at the grand Christmas tree in the Old Town square to be taken on one final surprise trip – a long and winding journey mirroring Danny’s tricycle rides through the Overlook’s corridors (though we instead were travelling via tram and foot, and through both highly populated streets, as well as some residential, and even some wooded areas). Where did we end up dear viewer? Well, even though the snow started to fall, we were not stuck in a freezer nor a hedge maze – but instead at a student brewery, which did magnificent pizza to boot. Maybe theres a happy ending after all!

Girl get your records (and applications!) on – the Claverton scholarship is out!

Thu, 19 Dec 2024 14:54:31 Z

Before you read through this, I want you to know that I made a whole Spotify account to make a playlist for this. I am realising this means one of two things

I have too much time on my hands now y’all have gone home
I am overenthusiastic
Secret third option that I am just really hyped about this, and want to make sure y’all get talking about it in any way possible.

With that, lets hit play !

Intro – Alt J

Okay so what even is the Claverton scholarship? How do I get it? Whats the ~vibe~

The Claverton Scholarship is like a funky little addition to the Bath Bursary to give you a bit of extra money, and to help boost your employability through completing a “Claverton Employability Passport”.

This focuses on employability support, inspiring and enriching experiences, and personal and professional development, and adds that element of support that is missing from Bath Bursary, but so prevalent in the Gold Scholarship programme.

To be able to apply, you need to be a Bath Bursary recipient who started in September this year – and that’s it!

Write here, write now! (Right Here, Right Now – Fatboy Slim, and Under Pressure – David Bowie)

If you are eligible, you will have been sent a form in early December with three questions, asking about your goals and motivations to apply. These are only 250 words each at the most, and if you’ve made it through your first University essays, I have the upmost faith you can get through these too <3

Send your application on its way (Send Me On My Way – Rusted Root) to beat the deadline (Beat It – Michael Jackson)

The closing date for the programme is midday on Friday 7^th February 2025 – that’s after Christmas, exams, and seems a world away – but the sooner the better to apply right?

Wait to hear back about if you got in (I Will Wait – Mumford & Sons)

Now, this is a super quick turn around because…

You find out you’ve been accepted on to the programme within a few weeks (Let’s Go – Calvin Harris ft Ne-Yo)

After all, you have to be prepped and ready to go to the launch event on March 12^th!

Between then and the end of summer, you undertake 25 hours of activities to help fill out your “passport”.

And of course, a great part of this is being able to bond with other Claverton Scholars on the non-residental summer school (In the Summertime – Mungo Jerry)

This starts around lunch on the 4^th of June and carries through to the same time on the 6^th June. This is where you get to socialise, network, and gain a whole host of info on employability support

Still standing after doing all your passport work? Then get paid ! (I’m Still Standing – Elton John, Rich Girl – Gwen Stefani)

You get your first payment of £750 in September 2025

In March 2026, you attend a networking day (Haven’t Met You Yet – Michael Bublé)

Then, you complete the employment passport and do another non-residential summer school one more time (One More Time – Daft Punk)

This time round, the residental summer school only spans two days, but you have to rack up 30 hours of activities.

And finally, you get your final instalment of money in the September of your final year of study ! (Bills, Bills, Bills – Destiny’s Child)

If you have any more questions about the programme, you can check out the University web page on it, which includes a chunky document of terms and conditions it is worth reading through before you pop in your application so you know the system inside out