What makes a great Student Academic Rep?

What motivated you to become a StAR?

Since my first year at UCL I have been involved in giving student feedback to my department. I decided to take on the role in my third year as I knew what it involved having attended representative meetings in  the previous years. I thought that if other people have fed in to the course for it to be the way it was, I also wanted to be able to contribute to influence improvements and changes.

As a mature student I have had experience before university of juggling multiple commitments with work so I didn’t feel like it would be difficult to manage my time between my studies and being a StAR and it wasn’t.

Is it easy to canvass students’ opinions?

Last year, as a third year undergraduate, it was really easy to collect feedback. I  used our program's existing Facebook group and posted when I would be attending committee meetings and people would comment or message me privately with any concerns they wanted raised. Students would also come and talk to me about their concerns – both about the course or more generally.
I am now the Faculty postgraduate taught student StAR and it’s different as there are lot of us but we don’t see each other very often. I have also set up a Facebook group but as postgraduates are really busy I am planning to set up a group for all postgraduate degree programme StARS so that we can identify common themes to take to staff and meetings.   

What advice do you have for other StARs at UCL?

It’s very rewarding and satisfying but you get from it what you put in. Practically, I would suggest finding a logical way of getting feedback that works for you. It’s also about building your confidence in sitting in front of senior staff and giving feedback on behalf of your peers – it’s a big responsibility.

I feel I can be a bit more direct about getting my point across but I try to do so in reasonable way that is in the right time and context.

Have you had any successes in your role?

I have helped to influence a few things for future students as my department has always listened to any feedback and suggestions - staff are willing to have a discussion even outside of formal meetings. As an undergraduate I fed back to the module team that a computer lab based module, which involved teaching complex software to sixty students, was not working. The team have since split the class in to smaller groups which is working a lot better.

It’s a bit early for any successes in my current role as I’ve been in it for a short amount of time and I think sometimes, as one year students, it can be easy to accept things as they are. I would like to contribute to enhancements to the transition process from undergrad to postgrad within my department and to networking, in recognition of the diversity of our group.

How do you think being a StAR has helped you?

Definitely in forging good relationships with students and staff alike – I have had good support from both. I get a real sense of satisfaction when an issue is resolved. In terms of skills development, it provides great practice for my professional skills - particularly communicating with people of all ages and stages, from young undergraduates to the Dean of the Faculty.

I wasn't aware I was being put forward for staff choice StAR of the year so I was very surprised and pleased that I was commended for this role.

What advice would you give to a student considering becoming a stAR?

If you enjoy effectively representing students and seeing real results it's a really rewarding opportunity – the experience is what you make of it. 

Staff comment…

Alex is sincere and has a strong commitment to representing the views of his fellow students.  He has worked alongside staff on various initiatives to improve the experience of students beyond his programme.  Alex demonstrates how students are partners in their education and through StARs can drive change to transform the academic experience at UCL.  

Simon To, UCLU Representation & Campaigns Manager