Student Written Submission 2016 by Cardiff Students

Introduction .................................................................................................................................... 3 1.

Summary of Recommendations ........................................................................................... 4

Research Methodology .......................................................................................................... 9

Learning and Teaching ........................................................................................................ 10 3.i) Feedback and Assessment............................................................................................................ 10 3.ii) Learning Resources and Study Spaces ....................................................................................... 11 3.ii) Student Representation ................................................................................................................ 12 3.iii) Protected Hours ............................................................................................................................ 13 3.iv) Lecture Capture ............................................................................................................................ 14 3. v) Printing Costs................................................................................................................................ 15 3.vi) Postgraduate Experience ............................................................................................................. 16

Wider-Student Experience ................................................................................................... 18 4.i) Sport and Fitness ........................................................................................................................... 18 4.ii) Societies and Space ...................................................................................................................... 18 4.iii) Heath Park Student Experience .................................................................................................. 20 4.iv) Supporting Students .................................................................................................................... 21 4.v) Divestment from Fossil Fuels ....................................................................................................... 25 4.vi) Welsh Language Provision ........................................................................................................... 26

Appendices ........................................................................................................................... 27 Appendix 1 – Student Senate Motion | Lecture Recording............................................................... 27 Appendix 2 – Annual General Meeting Motion | Support for Student Parents ................................ 28 Appendix 3 – Annual General Meeting Motion | Divestment in Fossil Fuel ..................................... 31

This document outlines recommended objectives and activities to be completed in partnership with the University to improve the already exemplary student experience at Cardiff. It stands as a testament to the work of the sabbatical officer team 2015-2016 and the industrious work of the University to see improvements already made on the student experience such as opening the Arts & Social Studies Library 24 hours in response to the last four Student Written Submissions, and the continuation of the Panopto project whereby more and more students are able to access videoed lecture recordings. Additionally, we have seen improvement in amongst many other projects particularly stemming from the impressive Education Portfolio dedicated purely to improving the quality of teaching and the student experience. With many changes taking place in the University, Wales, and the sector more generally, such as the Higher Education and Research Bill, the Teaching Excellence Framework, and post-Brexit discussions, Cardiff University Students’ Union understands some of the implications from these but also knows that the University will continue to act in the best interests of its students. Our 2016 submission focuses on some of the same areas as previous submissions with additional context to recommendations as well as a few additional items. The recommendations repeated in this submission include: time allocation to Student Rep Coordinators, resurfacing of the 3G hockey pitch, reduced printing costs, postgraduate discounts, counselling service waiting times, protected hours, and 24/7 study spaces. This version of the Student Written Submission aims to highlight the key issues we would like the University to work with us to resolve. For the meeting in November, the University will prepare a response to this Student Written Submission. This will follow discussions with the newly elected officer team (2016/17) and the Students’ Union & University Partnership group members creating a mutually beneficial approach to the new academic year. On behalf of the student population of Cardiff University Students’ Union, we submit the 2016 Student Written Submission. Signed Sabbatical Officer Team 2016-2017

Please note: numbering is indicative of where the recommendation is within the document.

3.i) Feedback and Assessment Recommendation Following NSS data, low scoring departments should work with high scoring departments to create action plans and understand best practice around Assessment and Feedback with support from the Feedback and Assessment project team. 3.ii) Learning Resources and Study Spaces Recommendation For the university to investigate the possibility of more 24 hour study spaces due to the high scores from the NSS and the success of the 24 hour ASSL. 3.iii) Student Representation Recommendation The University and Students’ Union should work together to ensure that schools share external examiner reports with Academic Reps through Student-Staff Panels (SSPs). Recommendation For schools to ensure that adequate time is allocated to Student Rep Coordinators (SRCs) to work on academic representation within the workload model. Along with increasing the number of Postgraduate SRC contacts so that they are being represented at the same level as Undergraduate students. 3.iv) Protected Hours Recommendation In order for this project to progress, the University should help and support the Students’ Union to collect data using University resources to identify the scale of the issue and the number of students affected by Wednesday afternoon clashes with sport, and other extracurricular or work-related activities. The University should make progress towards formalising the agreement around keeping Wednesday afternoons free from mandatory academic activity. Recommendation Friday prayer hours (1:00pm – 2:00pm) should be kept free and academic schools and timetabling staff should be reminded of this agreement. Consideration should be given to extending this agreement to all postgraduate students, as well as healthcare students where possible. 4

3.v) Lecture Capture Recommendation Ensure that there is compulsory training on the use of Panopto for all academic staff by the end of the academic year 2016-2017, and a commitment thereafter to have all lectures recorded. 3. vi) Printing Costs Recommendation The University should use the recently completed analysis of printing costs to work towards providing a consistent approach for all students, regardless of their type of study or their academic programme. These changes should be implemented without disadvantaging students that currently benefit from reduced costs or free printing. Recommendation The University should enforce schools to move away from paper submission and instead install a way for electronic submission to be possible across all disciplines. 3.vii) Postgraduate Experience Recommendation Ensure that PhD students are trained to an adequate standard that allows them to teach with confidence. Additionally, that all PhD students who teach should complete a training session before their first teaching experience, this will benefit those who will be teaching, and encourage for personal development. Recommendation For the University to undertake effective communication with all PGRs (including, but not exclusively Postgraduate Research Representatives) around the new â&#x20AC;&#x153;Postgraduates who Teachâ&#x20AC;? code of practice relating to pay and the new generic task list. Recommendation The University should look into the possibility of a graduate discount package of at least 10% in order to encourage more Cardiff University students to undertake postgraduate studies.

4. Wider-Student Experience 4.i) Sport and Fitness Recommendation To resurface the hockey pitch at Talybont sports village by September 2017 ready for the new cohort of students, and the start of the BUCS and sporting season. Recommendation Relocation of the Strength and Conditioning centre to Fitness and Squash centre on the main Park Place campus by September 2017 ready for the new cohort of students and the start of the BUCS and sporting season. Recommendation Ensure that during the temporary move of the Strength and Conditioning centre to Talybont, during 2016-17, sports provision is maintained for our sports clubs particularly in terms of training, Strength and Conditioning centre coaching, and match space. Recommendation In order to continue attracting athletes, the University should aim to conduct an audit of sports facilities, to ensure they are in line with the standard of other universities. 4.ii) Societies and Space Recommendation The University should aim to improve communication between schools and their corresponding coursed-based societies. They should continue to work together with the Students’ Union to create events and raise awareness about everything that is on offer to students here at Cardiff. Recommendation The University should work with the Students’ Union and their societies to investigate the possibilities of providing access to more flexible space for our societies to use. Recommendation The University should review the University room-booking process and ensure student groups have clear, easy, electronic access to updated timetables for rooms. Understanding the Students’ Union still requires an element of involvement in confirming bookings, the room-booking process should aim to decrease the time and effort taken to reserve a space for student groups. 4.iii) Heath Park Student Experience Recommendation Begin a full investigation into providing further study space at the Students’ Union at the Heath, and more social space branded as Students’ Union space.

Recommendation The University should work with both the Union and the Health Board to increase the number of signs in buildings and around campus to direct students and help them to understand the extent of the University at the site and the services that are on offer to them. 4.iv) Supporting Students Recommendation Following the cuts in Disabled Students Allowance (DSA), the University should ensure that they continue to communicate to all students the University’s commitment towards providing the necessary high levels of support for students with disabilities. Staff members should also be made aware of the cuts and the extra support that they may be required to administer. Recommendation The University should make the prices of the Daycare Centre more affordable for student parents and create a tiered structure. The University should also make this service more accessible to our Heath Park students by tailoring the opening times to fit around student’s placement hours. Recommendation The Counselling Service should aim for a median target of two weeks for an appointment. The University should ensure that the Counselling and Wellbeing Service is adequately supported in order to achieve this target, whether it be funding or space issues that need addressing. Furthermore, students who are categorised as high risk cases should wait no longer that a few days for an appointment, particularly those who would be considered to be in a vulnerable position. Recommendation The administration of sexual health provisions on campus should be enhanced and further supported. Consideration should be made by the University to help the Students’ Union fund its free condom dispensers which costs approximately £1,800 each year to keep maintained. Recommendation The University should install more water fountains, or drinking taps across campus (excluding taps in WCs). In some cases, the University will only need to consider better sign posting, for example in the ASSL, this will ensure that students can make the most of the facilities that already exist. 4.v) Divestment from Fossil Fuels Recommendation The University should divest in fossil fuels and instead invest this money into sustainable sources of energy. Furthermore, the Students’ Union requests quarterly updates of the University's investment portfolio as well as for the Students’ Union President to sit on all

University investment committees as per the democratic mandate provided by the AGM 2015. 4.vi) Welsh Language Provision Recommendation To ensure the obligation to the Welsh language is exemplified, the University should continue to ensure they renew and develop a fully comprehensive Welsh Language Strategy. There should be an opportunity for the Studentsâ&#x20AC;&#x2122; Union Welsh Language Officer to fully feed into this to ensure the student voice is fully represented. Recommendation Due to the continued success and popularity of Welsh for All, the Studentsâ&#x20AC;&#x2122; Union recommends that this provision is extended so more students have the opportunity to engage with and learn the Welsh language.

For this submission a variety of sources were used, the below table highlights particular sources used to formulate the recommendations. There is local and national data used as well as a mixture of primary and secondary sources.         

National Student Survey (NSS) – Data from the 2015 and 2016 survey from undergraduate finalists Postgraduate Taught Experience Survey (PTES) – Data from the 2015 survey from Postgraduate Taught students Study @ Cardiff – Data from the 2015 survey from undergraduates who are not finalists Speak Week Data – Primary research from the Students’ Union that involves students providing feedback on their university experience Student-Staff Panel Minutes – Minutes of representative meetings held within schools Comments from students - through Focus Groups and directly to elected officers at the SU Democratic Policy – Policy created directly by students through the democratic decision making bodies in the Students’ Union (Elections, Student Senate, and Annual General Meeting) NUS Resources and Policies – Briefings and resources created by the National Union of Students Equality Challenge Unit – Policies and resources produced by a charity focused on equality and diversity within Higher Education

3.i) Feedback and Assessment

Year

Assessment and feedback

5. The criteria used in marking have been clear in advance.

6. Assessment arrangements and marking have been fair.

7. Feedback on my work has been prompt.

8. I have received detailed comments on my work.

9. Feedback on my work has helped me clarify things I did not understand.

2016

2015

-1

-3

Difference

As above for questions 5, 6, 7, as well as the average the University has a decreased NSS score for Assessment and Feedback. There has been an increase for the University in Question 8, however Question 9 has remained the same. Congratulations to HCARE DRI (BSc Diagnostic Radiography and Imaging) â&#x20AC;&#x201C; the score has increased by 21% (Percentage points) to 41% for the average for Assessment and Feedback. For Earth EVG (BSc Environmental Geoscience (3 years), BSc Environmental Geoscience (Sandwich)) who have decreased their NSS on the last academic year by 24%. Earth EVG have the lowest score for Assessment and Feedback at 37%. The departments with the top 5 highest scores are: Category

Assessment and feedback

MLANG1MLANG2

HCARE0-PREG

HCARE0-MID

OPTOM0

HCARE0-PHYSIO

The departments with the biggest need for improvement are: Category

Assessment and feedback

MLANG3MLANG5 (BA Spanish and Italian)

BIOSI2-BMS-MIX

BIOSI2-BMSGrad (BSc Biomedical Science (Graduate Entry Medicine)

HCARE0-RAO (BSc Radiotherapy and Oncology) EARTH0-EVG (BSc Environmental Geoscience (3 years), BSc Environmental Geoscience (Sandwich))

41 37

Recommendation Following NSS data low scoring departments should work with high scoring departments to create action plans and understand best practice around Assessment and Feedback with support from the Feedback and Assessment project team.

3.ii) Learning Resources and Study Spaces The feedback from the ASSL (Arts, and Social Sciences Library) becoming a 24 hour library has been exceptionally positive with 45 Speak Week comments noting the move to be positive, this is echoed by the NSS score of 91% for Learning Resources. Furthermore, the University improved Question 16 (The library resources and services are good enough for my needs) within the NSS by 2% compared to last year’s score of 93%. The University has also maintained the high score of 93% for Question 17 of the NSS (I have been able to access general IT resources when I needed to). In relation to the sector, Cardiff University has shown its commitment to learning resources by achieving higher than the sector by 4% and higher than Wales by 5%. Learning Resources

Cardiff University 91

Sector 87

Wales 86

Some of the comments we received during Speak Week 2016 that noted positive views around the ASSL being 24 hours and requests for other spaces to be 24 hours found below: “I am on the nursing degree, I feel we have very good support and appreciate to have library onsite for anything we need. The staff here are also very helpful” - Speak Week, 2016 comment HCARE student “the 24 hour opening of the ASSL is very useful and a great change from last year” “it would be useful to have Bute library open 24 hours a day” “Keep ASSL Open 24 hours please” “Being that the ASSL is the most accessible library for most students it is difficult to get a seat during exam/essay periods due to so many non-humanities students also studying in there.” Recommendation For the university to investigate the possibility of more 24 hour study spaces due to the high scores from the NSS and the success of the 24 hour ASSL.

3.ii) Student Representation External examiner reports CUSU investigated Student-Staff Panel (SSP) minutes and found that External examiner reports have not been discussed within any meetings where minutes have been provided. The UK Quality Code (Chapter B7) notes that an indicator of good practice is to share external examiner reports with Academic Reps. “Degree-awarding bodies ensure that student representatives are given the opportunity to be fully involved in this process, enabling them to understand all the issues raised and the degree-awarding body's response.” (Page 23)1 Recommendation The University and Students’ Union should work together to ensure that schools share external examiner reports with Academic Reps through Student-Staff Panels (SSPs). Time allocated to Student Rep Coordinators (SRCs) Cardiff University Students’ Union (CUSU) has engaged with SRCs over the summer to investigate how each school operates academic representation. By the beginning of the academic year, CUSU will have a full database of operation in each school surrounding the SSPs and the way they run. However, the problem persists that SRCs are treated differently across the institution. There is a difference between the schools and the amount of time allocated per school. Once the profiles on each of the schools are collected, CUSU will share this information with the university in the hope of providing a more consistent approach to academic representation. It is a common issue that undergraduates mainly dominate the academic representation system. Number of SRC contacts are written below: Undergraduate

Postgraduate

AHSS

PSE BLS

10 14

8 6

This year, the SRC for Nursing became the Director of Undergraduate Studies. Through the process, additional hours were granted for academic representation, with an increase in the number of staff working on academic representation within the school. The Students’ Union is working closely with these members of staff to further enhance the student academic representation system within the School of Nursing. Recommendation For schools to ensure that adequate time is allocated to Student Rep Coordinators (SRCs) to work on academic representation within the workload model. Along with increasing the 1

http://www.qaa.ac.uk/en/Publications/Pages/Quality-Code-Chapter-B7.aspx#.V7xoTvkrKUk

number of Postgraduate SRC contacts so that they are being represented at the same level as Undergraduate students.

3.iii) Protected Hours Wednesday afternoon availability Cardiff University is 11th in the BUCS rankings and the second highest ranking BUCS institution that does not offer a sporting degree but the main competitive sporting structure, British Universities and College Sport (BUCS), has taken place primarily on Wednesday afternoons. Additionally, a range of other activities such as volunteering and societies’ workshops take place during this time. There appears to be an unwritten agreement that schools will not schedule compulsory sessions after 1:00pm on Wednesdays. The issue of keeping Wednesday afternoons free for undergraduates was discussed at a meeting of University Senate in the 2004/2005 academic year with a resolution to recommend to Council “that Heads of School be encouraged to minimise the amount of scheduled teaching activities after 1pm, and where possible after 12 noon, on Wednesdays.” Some students are still unable to participate in extra-curricular activities due to having compulsory sessions after 1:00pm on Wednesday. Ten years on, there is also a demand from postgraduate students that they should have the same opportunities as undergraduate students. The University as a whole has a very different structure since this was discussed; we have more postgraduate students and we have merged two institutions to offer a range of healthcare courses. Healthcare students often have further difficulties with their timetables as, like postgraduate students, they were also omitted from the initial agreement. We appreciate there is difficulty when it comes to clinical placements and the same benefits cannot be afforded to students on placements. “Scheduling lectures on a Wednesday afternoon meant that I was unable to attend a significant number of them, due to my commitments with the University Hockey Club. I communicated these issues before the timetable was assigned and was assured that the lecture would not be on a Wednesday but this did not happen” PTES, 2015 JOMEC comment Additionally, last year’s NSS data there were 31 comments about evening lectures and Wednesday afternoon lectures and the choice that students have to make between attending lectures and extra-curricular. “I find it a shame that I and various other people have to make the decision to either not go to a lecture on Wednesday to play sport in the afternoon or skip an important lecture.” – Study @ Cardiff, 2016 PSYCH comment “No lectures on Wednesdays. Sports are important, and it's unsettling to have to miss lectures as you might miss something.” – NSS 2016 Comment 13

Following the recommendation made around Wednesday afternoon availability in the last Student Written Submission, it was actioned by the University for the Students’ Union to identify compulsory teaching on Wednesday afternoons to identify the scope for removing class at this time. Since then, it was raised again in Speak Week data in 2016 and we have received many additional comments around how important it is to ensure Wednesday afternoons are free in the timetable. Recommendation In order for this project to progress, the University should help and support the Students’ Union to collect data using University resources to identify the scale of the issue and the number of students affected by Wednesday afternoon clashes with sport, and other extracurricular or work-related activities. The University should make progress towards formalising the agreement around keeping Wednesday afternoons free from mandatory academic activity. Friday Prayer Hour availability Since the initial agreement in 2004/2005, there has been a desire from students to ensure that Friday Prayer Hour, 1:00pm to 2:00pm is kept free, allowing our students to observe important faith commitments without disadvantaging their ability to study. Recommendation Friday prayer hours (1:00pm – 2:00pm) should be kept free and academic schools and timetabling staff should be reminded of this agreement. Consideration should be given to extending this agreement to all postgraduate students, as well as healthcare students where possible.

3.iv) Lecture Capture Staff training on Panopto Through both Speak Week data and a democratic motion through Student Senate (Appendix 1) the Union has been actioned by students to campaign for there to be a higher uptake of Lecture Capture. As noted within the Speak Week report there were 88 comments relating to Lecture Capture, with students noting they would like lectures to be recorded and available via Learning Central. CUSU is aware of the roll out of lecture recording as a project by the University, however the comments received indicate that the roll-out is potentially slower than student expectation and needs to be better communicated. Comments such as: “Implement lecture recording within the business school. It's not fair that other schools have this privilege and we don't…” “Student Senate Resolves: 14

1. Elected Officers should continue to lobby the university to ensure all lectures in all

schools across the university are recorded 2. While lecture theatres are in the process of being installed with recording facilities

lecturers should be encouraged to use a dictaphone to record their lectures. 3. Larger lectures should be given priority (many lecture theatres are not bigger enough

for the amount of students taking this module leading to students sitting on the floor during lectures - some lectures are then cancelled due to causing a fire hazard).â&#x20AC;? With sector and government attention changing towards teaching quality, the University must respond and ensure that it is providing the best teaching quality possible, a method of providing this is through Panopto. The use of Panopto is also a fantastic tool to be used to assist in the learning of those with learning disabilities. Recommendation Ensure there is compulsory training for all academic staff on the use of Panopto by the end of the academic year 2016-2017, and a commitment thereafter to have all lectures recorded.

3. v) Printing Costs Reduce the cost of printing & increase electronic submission There is an inconsistent approach across the institution in terms of printing costs, but also with what students on different courses are required to print. Some schools do not charge for printing, some provide a certain number of credits and others expect students to pay for all printing. Similarly, some courses provide all lecture content in paper form while others expect students to print this at their expense. This does not provide for a positive student experience as the rationale for these decisions is not communicated and therefore, students question why there is not one rule for all schools. There are still schools across the University who seek paper submission for assessments which is a hidden and unnecessary cost for students who do not submit their assessment electronically. From Speak Week data it should be noted that there were 142 comments specifically requesting free printing and it was within the previously elected Vice President Educationâ&#x20AC;&#x2122;s manifesto to undertake the project to lobby the University to provide free compulsory printing. Recommendation The University should use the recently completed analysis of printing costs to work towards providing a consistent approach for all students, regardless of their type of study or their academic programme. These changes should be implemented without disadvantaging students that currently benefit from reduced costs or free printing. 15

Recommendation The University should enforce schools to move away from paper submission and instead install a way for electronic submission to be possible across all disciplines.

3.vi) Postgraduate Experience PGR teacher training & communication The University should invest in teaching and lecturing training for PhD students who teach undergraduates. More training must be provided for PhD students, benefiting PGRs and undergraduates by increasing the quality of teaching. Through one-to-one engagement, and at the first PGR Forum, the consensus was that this could increase not only the standard of teaching, but furthermore it could encourage greater attendance across a number of schools throughout each semester. With the HE and Research Bill focusing on teaching quality, the University should be taking steps to fully train and engage PGRs which will show a real commitment to enhancing the teaching quality not just at the university, but across the sector. Recommendation Ensure that PhD students are trained to an adequate standard that allowing them to teach with confidence. Additionally, that all PhD students who teach should complete a training session before their first teaching experience, this will benefit those who will be teaching, and allow for personal development. The University must devise a strategy in order to improve the number of PhDs that are completed within a four-year research period under the Research, Innovation & Enterprise portion of The Way Forward 2012-2017. The current aim is for 90% of PhDs to be completed within this timeframe. â&#x20AC;&#x153;Increase Postgraduate Research student numbers by 30% in total, with 95% submission in four years in all Schools for full time students.â&#x20AC;?2 However, the current figure suggests that as few as 45% of PhDs are currently being completed. The University must ensure that PhD students, both current and new to the university, understand the new postgraduate pay contract and how it may affect them. A discussion at the PGR Forum, raised the concern that there is still far too much confusion considering that the document has already been implemented within all schools.

http://www.cardiff.ac.uk/__data/assets/pdf_file/0009/11700/Research,-Innovation-and-Enterprise_05.pdf

Recommendation For the University to undertake effective communication with all PGRs (including, but not exclusively Postgraduate Research Representatives) around the new â&#x20AC;&#x153;Postgraduates who Teachâ&#x20AC;? code of practice relating to pay and the new generic task list. Graduate discounts The University should install a financial reduction in fees for students that continue postgraduate study, after completing their undergraduate study with us. Currently, 12 of the Russell Group Universities (Bath, has been included due to its GW4 status) offer a discount for returning students. Of those 12, only one offers less than a 10% reduction, eight offer a 10% reduction, four offer a 20% reduction and two did not readily disclose this information. Cardiff University needs to consider implementing a similar reward scheme, so that it can improve on its number of returning students. This provides a sense of brand and also rewards loyalty of those choosing to remain at Cardiff University for their Postgraduate qualification. Recommendation The University should look into the possibility of a graduate discount package of at least 10% in order to encourage more Cardiff University students to undertake postgraduate studies.

4.i) Sport and Fitness Resurface Talybont hockey pitch Cardiff University’s best hockey team is 8th in the BUCS league out of 150 teams. Cardiff University has 11 hockey teams that participate within BUCS. However, there is only one pitch made available to all 11 hockey teams. There are times when matches have been cancelled due to the current status of the pitch. To ensure these students are safe whilst playing and in order to maintain Cardiff University hockey team’s status within the top 8 in the UK, the pitches need to be resurfaced. Recommendation To resurface the hockey pitch at Talybont sports village by September 2017 ready for the new cohort of students, and the start of the BUCS and sporting season. Relocation of Strength & Conditioning centre to Fitness and Squash centre by September 2017 The University gyms receive 20,000 visits per annum, 11,000 are to the Strength and Conditioning Centre, 5,500 to fitness and squash and 3,500 to Talybont. The larger numbers visiting the Strength and Conditioning Centre highlights the fact that the centre needs to remain at Park Place. Recommendation Relocation of the Strength and Conditioning centre to Fitness and Squash centre on the main Park Place campus by September 2017 ready for the new cohort of students and the start of the BUCS and sporting season. Recommendation Ensure that during the temporary move during 2016-17 of the Strength and Conditioning Centre to Talybont, sports provision is maintained to our sports clubs with regards to training, Strength and Conditioning Centre coaching, and match space. Audit of sports facilities Recommendation In order to continue attracting athletes, the University should aim to conduct an audit of sports facilities, to ensure they are in line with the standard of other universities.

4.ii) Societies and Space University support for course-based societies There are 46 course-based societies affiliated to the Students’ Union which could benefit from school-level University support. Currently this is inconsistent across the different student groups, with this being shown by NSS Data. 18

“I found that there was a close relationship between the Students' Union/course society and the lecturing staff, again reinforcing a feeling of unity between staff and students.” NSS 2016 Comment “…the Archaeological Department and student-led society at Cardiff University could do more to integrate the students into a sense of belonging.” NSS 2016 Comment. In December 2015 the Vice President Societies and the Vice President Education presented to the University a variety of recommendations in relation to supporting academic societies. One of which was to “improve communication between schools & societies and other students”. Recommendation The University should aim to improve communication between schools and their corresponding coursed-based societies. They should continue to work together with the Students’ Union to create events and raise awareness about everything that is on offer to students here at Cardiff. Student group access to more flexible University spaces. CUSU is able to provide spaces for the needs of most societies, however we are not able to accommodate space for all 200 student groups within the Students’ Union building. For the 2016 Autumn Term we have had over 100 individual room booking requests for bookable spaces within the Students’ Union. These spaces are key in enabling students to participate in society activity, but there is a constant struggle to allocate all of these requests. Speak Week data demonstrates that there is a demand from students for more flexible space across campus. “Clubs are struggling to find an adequate space. Although efforts have been made to secure spaces in Y Stwdio, it is a busy venue which can't accommodate all of us…” Speak Week 2016 MEDIC Recommendation The University should work with the Students’ Union and their societies to investigate the possibilities of providing access to more flexible space for our societies to use. Student group access to University room-booking system In order to book a room in the Students’ Union, committee members of clubs & societies have access to an online booking system on the Students’ Union website which allows them to view availability and book spaces. Notifications are sent to staff members within the SU to confirm the booking. However, for student groups to book University rooms, it is a much longer process. They are required to complete a form which is sent to the SU staff to check over before then being forwarded to the University via email. The University then respond via email copying the relevant student group with confirmation or rejection. This email trail can continue back and forth until an appropriate room is provided, of which sometimes this incurs a charge. This is time consuming for both students and all staff involved, and ineffective. It can also mean bookings are delayed due to relevant staff not being available to confirm them. Students also rely on the list of Pool Room PDF lists to make an informed booking request on the University’s website which is regularly changed and not kept up to date. 19

Recommendation The University should review the University room-booking process and ensure student groups have clear, easy, electronic access to updated timetables for rooms. Understanding the Students’ Union still requires an element of involvement in confirming bookings, the room-booking process should aim to decrease the time and effort taken to reserve a space for student groups.

4.iii) Heath Park Student Experience Additional study and social spaces at the Heath Park campus It is important for the university to assist the Students’ Union in ensuring there is a greater presence on the Heath Campus. We are grateful for the extra space that has been provided for the Students’ Union at the Heath. Although this will help to improve the student experience at the Heath, students feel the University should continue to expand the study and social spaces available to Heath students through the Students’ Union. Speak Week Results from Heath Students: “Another common room as there is always limited space to sit” “Better student social spaces at the Heath Park Campus. Students at the Heath pay just as much as park place students, yet they get a worse student experience” Speak Week 2016 HCARE (Radiography) Recommendation Begin a full investigation into providing further study space at the Students’ Union at the Heath, and more social space branded as Students’ Union space. More signage at the Heath Park campus Currently the Heath schools are spread around the University Hospital Wales site, with the Hospital Buildings often between them. This creates an issue of identity for Cardiff University students at the Heath, as the buildings are not well signed or identified. As a result, it is difficult to identify Cardiff University Students’ Union and university buildings. Student satisfaction at the Heath is lower (78.24% for Question 23 within the NSS) than on the Cathays campus (89.76% for Question 23 within the NSS) and creating more of a University and Union presence as well as better signposting could contribute greatly to students being more engaged and more satisfied. Recommendation The University should work with both the Union and the Health Board to increase the number of signs in buildings and around campus to direct students and help them to understand the extent of the University at the site and the services that are on offer to them.

4.iv) Supporting Students Raise awareness of University’s commitment to supporting disabled students In light of the changes to the Disabled Students Allowance (DSA) funding, the University should reaffirm its commitment to disabled students. They should act upon this by ensuring that provisions are put in place to allow courses to remain accessible. This should include a greater awareness across the institution to ensure that reasonable adjustments are made wherever possible. This awareness should be particularly exercised when giving consideration to the ways in which the course is delivered. It is suggested that the most effective way of ensuring this, is for the University to make courses inclusive for all, regardless of disability, allowing the necessary measures to already exist. “ECU 2012 report further shows that disabled students receiving DSA are more likely to reach a first or upper class second honours degree”.3 Furthermore the NUS briefing also notes “55% have already seriously considered leaving their course compared to 35% of non-disabled respondents”. Within the NSS results for 2016 those with a specific Learning Disability ranked the university less favourably than those with no known disability in four out of the seven areas (Teaching on my course, Assessment & Feedback, Academic Support, and Organisation & Management) with only two areas scoring higher (Personal Development and Overall Satisfaction), Learning Resources had the same score at 91%. The lowest score given by those who have a Specific Learning Disability was in Organisation and Management with 77% (3% less than their No Known Disability). (Please see table on the next page) Recommendation Following the cuts in Disabled Students Allowance (DSA), the University should ensure that they continue to communicate to all students the University’s commitment towards providing the necessary high levels of support for students with disabilities. Staff members should also be made aware of the cuts and the extra support that they may be required to administer.

https://uclu.org/sites/uclu.org/files/u84290/documents/dsa_cuts_briefing1.pdf

The teaching on my course

Assessment and feedback

Academic support

Organisation and management

Learning resources

Personal development

Overall Satisfaction

Category No known disability

Metric % Agree

A specific learning disability (e.g. dyslexia, dyspraxia, ADHD)

% Agree

Difference from No known disability

-1

-2

-1

-3

Other disability (Excluding Dyslexia, dyspraxia, ADHD)

% Agree

Difference from No known disability

-4

-1

-2

More affordable Daycare Centre Students with children face a number of difficulties accessing University childcare which is suitable for their needs. The national shortage of childcare places, high costs, and the flexibility required by most student parents combine to ensure that student parents are disadvantaged from the offset. The below resolves from the AGM motion (Appendix 2) how the Students’ Union has been mandated by democratic policy to engage the University in amending its current pricing structure as well as develop the current provision of the Day Care Centre at the Heath Park campus. “AGM Resolves …7. To make the Cathays and Heath Campuses more accessible for student parents. a. Cardiff Students’ Union should petition the university to implement pricing tiers at the crèche in order to make it more accessible to student parents, not just staff. b. To build upon the plans for a crèche at the Heath Park Campus. c. To make baby changing facilities available and easily accessible throughout the Students’ Union and petition the University to have them in university buildings…” Recommendation The University should make the prices of the Daycare Centre more affordable for student parents and create a tiered structure. The University should also make this service more accessible to our Heath Park students by tailoring the opening times to fit around student’s placement hours. Providing adequate support towards the University counselling service The University counselling services nationwide is under greater demand. With the University committed to the Time to Change Pledge, and with the awareness of mental illness continuing to increase, the need for the counselling service is greater than ever. Following this, and the increased media attention that the University services are getting, the University should ensure that the service remains supported and well resourced. Previous research has indicated that over 60% of students, who have considered leaving University prior to counselling, had found that it helped them to stay. Furthermore, over 90% declared that it improved their overall experience of university. Following this, the University should work towards reducing medium targets of three weeks waiting time, to at least two weeks. Often this target is hindered by the lack of space within the Student Support Centre. To achieve this reduced waiting time, the University should look into alternative spaces. Furthermore, a recent NUS survey noted that 78% of students said that they experienced mental health concerns whilst at University. Therefore, with a high number of students experiencing mental health concerns the need to keep waiting times at a minimum is imperative. In addition to this, the University should mirror these recommendations at Cardigan House, at the Heath Park Campus, whilst continuing to commit to making the services have a strong and welcoming presence. CUSU sabbatical officers met with officers from other Students’ 23

Union and found the below information:   

Leicester University aims for students to be seen within one week. Loughborough University aims to have an appointment within two weeks. Leeds University aims to have an appointment within three weeks.  Currently Cardiff University aims for a median target of three weeks, however waiting time at peak periods can far exceed this. Recommendation The Counselling Service should aim for a median target of two weeks for an appointment. The University should ensure that the Counselling and Wellbeing Service is adequately supported in order to achieve this target, whether it be funding or space issues that need addressing. Furthermore, students that are categorised as high risk cases should wait no longer that a few days for an appointment, particularly those who would be considered to be in a vulnerable position. Sexual health provisions in the GP Clinic should be more accessible The Department of Health have recognised an unprecedented shift in the attitude of sex and sexuality in this country.4 Following this, the number of sexually transmitted infections has increased dramatically. In particular, the number of homosexual men being diagnosed with gonorrhoea has increased by 21% in 2015 and 19% in syphilis.5 This makes it clear that STIs are continuing to be a big issue. Furthermore, with new strains of STIs such as ‘Super Gonorrhoea’, which received media attention in the past academic year, mean that the problem is becoming even more life changing. These issues are particularly worrying for students, as young people, aged 15-24, and are disproportionally affected by STIs.6 The University should continue to build its relationship with the Park Place GP, particularly in regard to the Sexual Health Clinic that it runs on a Wednesday afternoon. It is suggested that through this relationship, the University should try to make the clinic more accessible by increasing the hours of the drop-in service. Additionally, the Students’ Union currently spends approximately £2000 a year towards supporting students’ sexual health by providing over 50,000 condoms and various other sexual health related materials. It is therefore suggested that the University give some consideration towards financially supporting the Students’ Union to supply these condoms on the basis that both the University and the SU has a responsibility to encourage good sexual health. Recommendation The administration of sexual health provisions on campus should be enhanced and further supported. Consideration should be made by the University to help the Students’ Union fund

http://antibiotic-action.com/wp-content/uploads/2011/07/DH-National-strategy-for-sexual-health-and-HIV.pdf https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/534601/hpr2216_stis.pdf 6 http://www.shnwales.org.uk/Documents/485/HIV%20and%20STI%20trends%20in%20Wales%20Report%20Dec% 202013.pdf 5

its free condom dispensers which costs approximately £1,800 each year to keep maintained. Install more water fountains across campus Following both Student Senate and the Students’ Union elections, as well as within Speak Week data (82 comments from students asking for fresh water fountains or facilities across campus), and within SSPs (raised in 5 Schools and has been a repeating theme in some e.g. Chemistry who have now resolved it after 3 years of students’ demand) it is clear that students would like more water fountains on campus. Recommendation The University should install more water fountains, or drinking taps across campus (excluding taps in WCs). In some cases, the University will only need to consider better sign posting, for example in the ASSL, this will ensure that students can make the most of the facilities that already exist.

4.v) Divestment from Fossil Fuels Currently the University invests over £2 million7 pounds each year in fossil fuels. At the Students’ Union Annual General Meeting 2015 (Appendix 4), a motion to lobby the University to divest in Fossil Fuels was passed. Students felt that is was unethical for the University to be investing students’ money in something that is proven to have a negative impact on our globe. The actions from the motion submitted to the AGM (Appendix 3) is below. “Action: 1) The Students' Union should release a statement publicly supporting People and Planet's Fossil Free campaign, signed by the FTOs and the Ethical and Environmental Officer. 2) The Students' Union should request quarterly updates of the university's investment portfolio. 3) The SU President should lobby for and secure student representation on all university investment committees. 4) The Welfare Officer and the SU President should lobby the university to end all future investment in fossil fuel companies and divest from fossil fuel companies immediately.” It should also be noted that the University of Sheffield have divested from Fossil Fuels. 8 With Northampton and Southampton also joining the disaffiliation campaign.9

http://cardiffstudentmedia.co.uk/gairrhydd/archives/13171 https://www.sheffield.ac.uk/news/nr/statement-climate-change-fossil-free-investment-keith-burnett-studentunion-1.529775 9 https://www.theguardian.com/environment/2016/may/25/universities-of-newcastle-and-southampton-joinfossil-fuel-divestment-push 8

Recommendation The University should divest in fossil fuels and instead invest this money into sustainable sources of energy. Furthermore, the Students’ Union requests quarterly updates of the University's investment portfolio as well as for the Students’ Union President to sit on all University investment committees as per the democratic mandate provided by the AGM 2015.

4.vi) Welsh Language Provision Welsh Language Strategy 1,500 students at Cardiff University identify themselves as fluent Welsh speakers. The Students’ Union is in the process of implementing their Welsh Language policy following consultation with Welsh speakers. It is vital that all University services are fully bilingual where possible and the Welsh Language Standards are upheld. It is therefore advisable that the University consult the Welsh Language policy when considering the changes to the University’s Welsh Language Strategy. Recommendation To ensure the obligation to the Welsh language is exemplified, the University should continue to ensure they renew and develop a fully comprehensive Welsh Language Strategy. There should be an opportunity for the Students’ Union’s Welsh Language Officer to fully feed into this to ensure the student voice is fully represented. Expand provision of Welsh for All In September 2014, the University launched a Welsh for All programme for all undergraduate and postgraduate students at the University. The programme gives students the opportunity to learn the National language for free alongside their degree. It is hosted by the School of Welsh and students are offered a choice of language learning options designed to support their personal development and future careers. This has been very successful but this is in high demand and not all students are able to participate in the Welsh for All sessions. Recommendation Due to the continued success and popularity of Welsh for All, the Students’ Union recommends that this provision is extended so more students have the opportunity to engage with and learn the Welsh language.

Appendix 1 â&#x20AC;&#x201C; Student Senate Motion | Lecture Recording

Lecture Recording Student Senate Notes: 1. Some students have their lectures recorded and then made available to them through Learning Central for revision purposes. Students have found this very beneficial. 2. This feature is not currently available to all students because not all lecture theatres have recording facilities. 3. This feature is not currently available to all students because some lectures prefer not to be recorded. Student Senate Believes: 1) The recordings are a useful revision tool and are especially important for students with disabilities that make note taking during lectures difficult. 2) They also benefit students who have to work whilst they study - something which shouldnâ&#x20AC;&#x2122;t negatively affect their exam performance, but does if they have to miss lectures. 3) Lecture recordings are also beneficial to students who, due to extenuating circumstances or illness, may miss lectures. 4) Some students may choose not to attend lectures regardless of whether lectures are recorded or not (for example during Varsity some students choose not to attend for reasons other than being able to obtain the lecture recording online). 5) All students learn differently and students have the right to choose how they learn; therefore the university should assist all students as much as possible. 6) Lecturers reserve the right to edit the lecture recordings before it is made accessible to students. 7) Due to remaining issues with joint honours degrees, lecture recordings would be beneficial for students who have lecture and/or seminar clashes. 8) Each lecturer has a different style (some speak quieter than others, some faster) and therefore lecture recordings would enable students to improve their lectures notes and understanding of the content. Student Senate Resolves: 1. Elected Officers should continue to lobby the university to ensure all lectures in all schools across the university are recorded 2. While lecture theatres are in the process of being installed with recording facilities lecturers should be encouraged to use a dictaphone to record their lectures. 3. Larger lectures should be given priority (many lecture theatres are not bigger enough for the amount of students taking this module leading to students sitting on the floor during lectures some lectures are then cancelled due to causing a fire hazard).

Appendix 2 – Annual General Meeting Motion | Support for Student Parents

Support for Student Parents Passed by Student AGM 12/11/2015 AGM Notes 2. Cardiff University Students’ Union does not have a clear, supportive stance regarding student parents. 1. Cardiff University have produced the document “Policy and guidance on Support for Pregnant Students and Students who become parents, Feb: 2015”. However, this document contains very little tangible support and, moreover, the Students’ Union does not appear to have taken the recommendations of this policy on board. 3. Currently, there is no information on the Cardiff Students’ Union website (www.cardiffstudents.com) for student parents, with the exception of contact details for Student Advice. a. The Student Advice page does not specify what advice they provide, therefore a pregnant student, or student parent, may not be aware that this should be their first port of call. 4. The only information on Cardiff University’s website (www.cardiff.ac.uk) is ‘student support’ information, which is very vague, and the limited daycare and creche facilities. 5. According to a 2004/05 DfS/NAW Research Report, it was estimated that 38% of part-time undergraduate students studying in Wales, and 6% of the full time student population, were student parents. a. There is no requirement to audit how many students are parents, thus there is limited information regarding this figure. 6. Student parents are an at-risk group in terms of student retention, with 60% of survey respondents having thought about leaving their course. This rises to 65% for lone parents. 7. One in ten student parents say they feel isolated as a student with children. AGM Believes 1. That students have the right to have children without putting their educational career in jeopardy. 2. That a child should not prevent students from completing their studies. 3. The university’s current student parent policy states that “Cardiff University believes that becoming pregnant, adopting or caring for a child should not in itself be a barrier to applying for, starting or succeeding in a programme of study.” 4. In 2015 the typical cost of a full-time nursery place for a child under two is £199.42 per week in Wales: equivalent to over £10,000 a year. 5. 77% of NUS survey respondents stated that they did not think it was easy to get involved with university or college life as a student parent. a. When the NUS asked student parents what would help them to become more involved in student life, the most popular answer was 'child-friendly attitudes’ (68%). b. Over 50% of student parents would like support in place to allow them to meet other student parents; this rises to 64% for lone parents, and 71% for international students. c. Only 14% felt that they had received sufficient information about childcare, and just 18% felt they had received enough information about their financial entitlements to make an informed decision about becoming a student parent.

d. Student parents want information to be accurate and accessible, and to be provided before they start their course. 51% of respondents want their university or college to provide this information to them via their websites. e. 76% of respondents received no childcare funding at all and only 11% say they receive enough funding to cover their expenses. f. 77% of those who work said they do so to cover their basic living costs. 50% do so to avoid getting into debt. g. 54% had taken on debts, other than student loans, because their living costs exceeded their income; this rises to 61% for lone parents. 6. “Half of all students with children have been late for, or have had to miss, a class because of problems with childcare; 16% have received a library fine for the same reason. Lone parents are more likely to have missed lectures due to problems with childcare or child sickness.” 7. Lone parents are the ‘poorest’ group; they are more likely to apply for hardship funds or take on additional debt, and are less able to work because of a lack of childcare support from a partner. 8. Universities are not required to know the parental status of students AGM Resolves 1. That Cardiff Students’ Union should adopt ‘child-friendly’ practices, including establishing childfriendly areas in Union buildings and a programme of activities in which parents and their children can participate, as specified in the NUS policy. a. Child-friendly areas would include both university and union buildings having baby changing facilities, resource boxes/toys for children, and events suitable for children to attend or with a creche provided while their parents socialise. 2. To have a clearly signposted and bilingual section on the Students’ Union website dedicated to providing information to student parents such as financial support, funding available, a network of student parents and child-friendly events. 3. That Cardiff Students’ Union should support the development of networks of student parents, both online and in person, recognising the lack of time they have to establish these on their own. 4. That Cardiff University Students’ Union should collect data on the parental status of students in order to enhance their ability to provide support and be pioneers for supporting student parents. 5. To endorse the work of the full time and campaign officer team to support student parents, and to continue this work beyond their terms in office.

6. To further build upon and implement more effectively the action points identified in “Policy and guidance on Support for Pregnant Students and Students who become parents, Feb: 2015”. 7. To make the Cathays and Heath Campuses more accessible for student parents. a. Cardiff Students’ Union should petition the university to implement pricing tiers at the creche in order to make it more accessible to student parents, not just staff. b. To build upon the plans for a creche at the Heath Park Campus. c. To make baby changing facilities available and easily accessible throughout the Students’ Union and petition the University to have them in university buildings. 8. To raise awareness of the difficulties experienced by student parents at university.

Appendix 3 – Annual General Meeting Motion | Divestment in Fossil Fuel

Divestment in Fossil Fuel Submitted by: Daniel Roberts Issue: 1) Divestment is the act of removing money from a particular fund or asset; in essence, it is the opposite of investment. People & Planet, in partnership with 350.org and others, has launched a Fossil Free UK campaign, calling on UK higher education institutions to divest from fossil fuels and sever their links with these companies. 2) 200 publicly-traded companies hold the vast majority of the world’s proven coal, oil and gas reserves. 3) In just over a year, Fossil Free campaigns have emerged at over 46 different campuses and engaged over 15,000 students. The UK campaign has already had a major win, with the University of Glasgow announcing its intention to divest its £129 million endowment from fossil fuels. Benefit: 1. As a Students' Union, we have made progressive and green aspirations a core element of our policies. We have been awarded gold status as part of the NUS green awards. Ensuring these policies are repeated at the university we attend is something we should have the ambition to do. 2. As students are the future of our society and the university exists primarily to educate us, investing in companies that put our world at risk can only be a negative. Action: 1) The Students' Union should release a statement publicly supporting People and Planet's Fossil Free campaign, signed by the FTOs and the Ethical and Environmental Officer. 2) The Students' Union should request quarterly updates of the university's investment portfolio. 3) The SU President should lobby for and secure student representation on all university investment committees. 4) The Welfare Officer and the SU President should lobby the university to end all future investment in fossil fuel companies and divest from fossil fuel companies immediately.