See how your Union is challenging and supporting the university in providing the best academic experience.

KeeleSU Education Campaign

See how your Union is challenging and supporting the university in providing the best academic experience.


KEELE SU EDUCATION CAMPAIGN : REPRESENTING YOUR ACADEMIC INTERESTSYour Students' Union is working hard to represent your academic interestings during your time at keele university, we aim to challenge and support the universitying in giving you the best educational experience

Image of Mari Chappell - Education Officer 19/20KeeleSU is working hard to represent your academic interests during your time at Keele University.

We aim to challenge and support the university in making a change to better your experience. Your Education Officer for 19/20, Mari Chappell, uses data gathered from a number of sources; National Student Survey data, Voice Rep feedback, Continual surveying and more to pinpoint what the issues are at Keele and to highlight where good practice is happening and could be shared.


The Campaign

1. Timetabling

Timetabling is a key part of student life, it enables us to plan essential aspects of our lives around our studies, whether this is; work, caring responsibilities, societies and sports. Students at Keele have voiced that the timetabling experience is inconsistent and could be better.

The University will be reviewing the management of:

  • The late submission of school timetables posts the deadline.
  • Late module changes due to staffing.
  • Changes to the delivery of the curriculum.

Whilst also finding a balance between continuing to provide flexibility for its students (e.g. allowing late elective choices as this can require room changes due to cohort/group sizes exceeding room capacities) and publishing the timetable earlier.

The Students’ Union is pressuring the University to deliver on it’s promise of releasing timetables to all students at least three weeks before the start of term. We are pushing for the prioritisation of improving timetabling at every level across the university, and will also be representing students in the university's formal review process.
To find out more about how we’re doing this, check out this blog post

2. Lecture Capture

Lecture Capture is a vital source of revision for our students, it helps those with audio and visual impairments with revision as well as allow our students the ability to revisit content if unpredicted circumstances kept them away from their lectures.

From student feedback: Lecture Captures and its utilisation has been recognised as inconsistent from course to course.

The University delivered a new Captured Content Policy as of the academic year 19/20.
As with any university policy, it can take some time to kick into gear, through partnership work we will look at supporting its delivery into every school. The exact wording of the universities policy can be found here

We are currently collating a list of every module that is not currently being captured when it should be. Students have the ability to feed into this discussion by using the following google form to highlight modules where lecture capture is not taking place. To tackle this, the Education Officer is collating a list of every module not currently capturing content that should be.

I've attached an anonymous Google form that you can refresh and complete as many times as necessary to list every module that you take (or represent as an SVR) abstaining from lecture capture and any and every reason given to you for doing so.

3. Empower your voice

Students have asked for more avenues to directly impact their curriculum and direction of their courses. Student's voice is a vital aspect of growing courses and we would like to see good practice consistently shared throughout the institution whilst also improving schools in which voice is considered low.

Working with our SVR’s from the Faculty of Natural Sciences, we have articulated the issues they are facing and have made advisory recommendations to the school to improve how the SVR system works within it.
Schools are feeding back progress they have made surrounding SVR systems within their school and can be viewed here.

Earlier this academic year, I worked with SVRs from the faculty of Natural Sciences to understand the difficulties SVRs from different schools have been facing. After this consultation I formulated the SVR report, which articulates these issues and gives some advisory recommendations to schools to facilitate the improvement of the SVR system...

Schools will now be reporting back to me on the progress they have made and I’ll keep you posted here!

4. 10am deadlines

As I’m sure you are all aware this academic year all assessment deadlines were standardised across the university. This was done to reduce confusion around submission times for dual-honours students and also ensure that if technical difficulties arise at submission times, academic staff will be on hand to resolve the situation (when they may previously not have been).

However, the chosen new deadline time of 10 am has been met with much controversy and caused difficulties for students across the campus.

The head of Academic Quality and Student Conduct and the Quality Assurance Support Officer will work with the Education officer to review before the next academic year.

Your Education Officer highlighted issues with the newly standardised 10 am submissions deadline at Education Leadership Group on November the 12th, and it was agreed by the committee that this deadline could be moved for the next academic year (2020/21) if there were sound academic reasons to do so. After Semester 1 has concluded, the Head of Academic Quality and Student Conduct, the Quality Assurance Support Officer and the Education Officer will review the effects of the 10 am submission deadline, and investigate the plausibility of moving this deadline to “no earlier than 12PM” for the next academic year. This issue was also raised again at Senate on the 4th of December and commitment to the investigation and willingness to move the deadline was restated.