Vision for a Streamlined, Fair, and Empowered Academic Experience
As a candidate for School Representative of EEECS, I am committed to advocating for policies that directly enhance the academic experience and welfare of every student. Understanding the unique challenges faced by our peers, my campaign is built on three foundational pillars designed to promote a supportive, transparent, and equitable learning environment, while also addressing ongoing issues related to accessibility, communication, mental health, and professional development.
TL;DR: Key Highlights of My Campaign:
In my manifesto for School Representative of EEECS, I outline a vision to improve our academic experience through key initiatives:
• Grace Period Between Coursework Deadlines and Exams to reduce stress and promote academic success.
• Flexible Access to Recorded Lectures to ensure fair access to learning materials for all students.
• Clear Academic Scheduling to provide a roadmap of key dates for better planning.
• Improved Communication Between Students and Staff to ensure students feel heard and valued.
• Enhanced Support for Mental Health and Well-Being to foster a healthier academic environment.
• More Professional Development Opportunities to prepare students for their future careers.
• Stronger Accountability for Student Feedback to ensure progress is tracked and communicated.
• Tailored Support for Neurodivergent and Disabled Students to improve accessibility across the board.
• Peer Support Networks to foster community and reduce isolation.
• Group Project Improvements to make collaboration fairer and less stressful.
1. Establishing a Grace Period Between Coursework Deadlines and Exams:
Education should be challenging, not overwhelming. I propose the establishment of a mandatory grace period between coursework deadlines and exams to ensure students have enough time to focus on both without compromising their mental health, and to achieve an accurate reflection of their abilities.
“We’ve all felt the burnout of juggling coursework deadlines and exam prep at the same time. This isn’t just stressful—it actively hinders our ability to do our best. By establishing a grace period, we ensure students have time to breathe, focus, and succeed without compromising their well-being.”
This policy will also address overlapping deadlines across different modules,ensuring that students are not overwhelmed by multiple major deadlines within a short period.
2. Flexible Access to Recorded Lectures:
Access to lecture recordings is crucial for a flexible and inclusive learning environment. I propose a structured policy to ensure:
• Lecture recordings are made available to all students at least one week before exams or halfway through coursework deadlines.
• Students facing unexpected personal circumstances can request early access to recordings by proactively reaching out to their lecturers.
This policy promotes open communication between students and staff, ensuring that students with legitimate, documented reasons can access recordings without delay.
“Whether it’s due to illness, caring responsibilities, or other personal challenges, students deserve fair access to learning materials. This policy ensures that no one is left behind.”
3. Clarity in Academic Scheduling:
Uncertainty around academic deadlines creates unnecessary stress. I propose a comprehensive communication strategy to provide students with a clear roadmap of key dates at the start of each semester, including:
• Coursework deadlines
• Exam periods
• Return dates for the next semester
This initiative will help students plan their workload more effectively, reducing last-minute stress and enhancing overall academic performance, this should also help studetns with their lives and responsibilities outside academic life.
4. Improving Staff-Student Communication and Accountability:
Many students feel disconnected from staff, which can leave them feeling unheard or unsupported. I propose initiatives to improve communication channels between students and lecturers, including:
• Regular office hours for students to discuss concerns with lecturers.
• Annonymous direct Q&A sessions during the semester to address common issues and feedback.
• Clearer marking rubrics to reduce confusion around grading.
To ensure that student feedback leads to real change, I will advocate for the implementation of a feedback tracking system. This system would allow students to see updates on issues they’ve raised and ensure that progress is communicated clearly and transparently.
“Students deserve to feel heard and valued. By improving communication and introducing a feedback accountability system, we can foster a more open, supportive academic environment where concerns are addressed promptly.”
5. Supporting Mental Health and Well-Being:
Our academic journey is about more than just grades—mental health and well-being are equally important. I propose:
• Workshops on managing academic stress.
• Increased visibility of mental health resources tailored for EEECS students.
• Peer support networks to foster a sense of community.
Mental health support should be specific to the pressures faced by EEECS students.This includes addressing issues like burnout from heavy workloads, high-pressure group projects, and long-term stress management.
“We all experience challenges during our academic journey. By making mental health a priority, we can create a healthier, more supportive learning environment for everyone.”
6. Enhancing Professional Development Opportunities:
Students often feel that academic study alone isn’t enough to prepare them for future careers. I propose initiatives to enhance professional development opportunities within EEECS, including:
• Industry talks and workshops led by professionals in the field.
• Networking events to connect students with potential employers.
• Support for extracurricular projects to help students build their portfolios.
For neurodivergent and disabled students, I will advocate for tailored career support to help them navigate job market challenges, disclosure of disabilities, and workplace accommodations.
“Our time at university should prepare us for the future. By providing more professional development opportunities, we can ensure that EEECS students are ready to excel in their careers.”
7. Peer Support Networks to Build Community:
Many students in EEECS feel isolated due to the intense workload and competitive nature of the course. I propose the creation of peer support networks to help students:
• Connect with others in their courses.
• Share advice and experiences.
• Provide mutual support.
“University life can be overwhelming, but no student should feel alone. By fostering peer support networks, we can create a stronger sense of community and belonging within EEECS.”
8. Addressing Group Project Challenges:
Group projects are a major source of stress for EEECS students. Issues such as uneven contributions, unclear expectations, and poor group dynamics can impact students’ grades and well-being. I propose:
• Clearer guidelines and expectations for group projects.
• Fairer assessment methods to ensure individual contributions are recognised.
• Support mechanisms for students to address conflicts within groups.
“Group projects can be one of the most stressful parts of a degree. By improving policies around group work, we can ensure that students are assessed fairly and that collaboration becomes a positive learning experience.”
9. Rooted in Experience and Academic Insight:
As a master’s student in Computer Engineering (CE), I am uniquely positioned at the crossroads of Electrical Engineering (EE) and Computer Science (CS). This hybrid academic background gives me a well-rounded understanding of the challenges and opportunities within EEECS.
With three years of experience as a Course Representative, I have a proven track record of addressing student concerns and working effectively with staff and the Student Union to implement change.
10. Personal Insight into Neurodiversity and Disability:
As someone living with autism and cerebral palsy, I have a deep understanding of the challenges faced by students with disabilities and neurodivergent conditions. I will advocate for a review of accommodations policies to ensure that:
• Flexible deadlines and exam adjustments are accessible.
• Assistive technologies are made available.
• Digital accessibility is prioritised across all platforms.
“I know firsthand what it’s like to navigate an academic environment that isn’t always built for everyone. I am committed to making EEECS a more inclusive and supportive space for students of all abilities.”
Together, Towards a Brighter Future
This isn’t just my campaign—it’s our movement. By working together, we can shape a brighter, fairer, and more supportive future for all EEECS students.
Let’s make EEECS a place where students don’t just overcome challenges—they thrive amidst them.
Vote for progress. Vote for fairness. Vote for a brighter future in EEECS.
Together, we can Make EEECS Great Again (MEGA).