3rd Week Council Agenda - Oxford University Student Union

Council Agenda
3rd Week Trinity Term 2015
3rd Week Council to start at 5:30pm prompt, with sign in opening at 5.15pm, on
Wednesday 13th May 2015, at St Hugh’s College, Dickson Poon Lecture Theatre.
If you have any questions about OUSU Council, please feel free to contact the Chair, Nick
Cooper, at chair@ousu.ox.ac.uk.
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
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o.
Minutes of the Previous Meeting
Matters Arising from the Minutes
Ratifications in Council
Elections in Council
Reports from the Sabbatical Officers
Presentation of the Budget from the OUSU President (appendices
1 & 2)
Reports from the Executive Officers and the Divisional Board
Representatives who wish to make reports
Questions to members of the Executive and the Divisional Board
Representatives
Emergency motions
Passage of motions without discussion
Motions of No Confidence or censure
Motions to amend Bye-Laws, General Regulations or Election
Regulations
1. Bye-Law Amendment
Motions authorising expenditure
Other motions
2. Introduction of a Graduate LGBTQ Officer
3. Divisional Board Elections
4. Prelims Feedback
5. Education Vision (2)
6. Student Consultation Benchmark
7. Government Consultation on Support for Postgraduate
Study
Any other business
1. Council Survey
2. Sabbatical Officer Remits
a. Minutes of the Previous Meeting
b. Matters Arising from the Minutes
c. Ratifications in Council
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d. Elections in Council
Deputy Returning Officer – Deputy Returning Officers assist the Returning Officer in
running elections. To serve until the end of Trinity Term 2015.
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Part-Time Executive Committee Graduate International Students' Officer
Student Parents and Carers Officer
Community Outreach and Charities Officer
MPLS Postgraduate Divisional Board Representative - In this role, you'll sit on the
Divisional Board for MPLS, representing postgraduate students who study subjects in this
area. To serve for the academic year 2014/15.
1 Position for Steering Committee - Steering Committee is responsible for compiling the
agenda for Council, and referring motions, submitted to Council to other committees for
preliminary discussions as and when needed. To serve until the end of Trinity Term 2015.
1 Position for Internal Affairs Committee - Internal Affairs Committee reviews proposed
amendments to OUSU’s Governing Documents, ensuring they remain coherent and legal.
To serve until the end of Michaelmas 2015.
Scrutiny Committee Member - Scrutinises the work of the OUSU Executive and the
Divisional Board Representatives and issues a report each term to OUSU Council. To serve
until the end of Michaelmas Term 2015.
2 Positions for Budget Sub Committee – This is an Advisory Sub-Committee of the
Finance Committee. To serve until the end of Trinity Term 2015.
2 Positions for Nominations Committee - Nominations Committee makes
recommendations to Council for the appointment of external trustees. To serve until the end
of Hilary Term 2016.
2 Positions for the Language Centre Committee – One of these positions must be filled
by a postgraduate. To serve until the end of Trinity Term 2015.
e. Reports from the Sabbatical Officers
f. Presentation of the Budget from the OUSU President (appendices 1 & 2)
g. Reports from the Executive Officers and Divisional Board Officers who
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wish to make reports
h. Questions to members of the Executive and the Divisional Board
Representatives
i. Emergency motions
j. Passage of motions without discussion
k. Motions of No Confidence or censure
l. Motions to amend Bye-Laws, General Regulations or Election Regulations
1. Bye-Law Amendment
Council Notes:
1. A minor drafting error in the Bye-Laws, which creates an ambiguity.
Council Resolves:
1. To give a Second Reading to amending Bye-Law 16.2 as follows: replace "9th Week
of Michaelmas Term" with "9th Week of the Term in which the Part Time Officer was
elected", and "8th week of Michaelmas Term" with "8th Week of the same Term".
Proposed: Louis Trup (Brasenose)
Seconded: Chris Pike (St Edmund)
m. Motions authorising expenditure
n. Other motions
2. Introduction of a Graduate LGBTQ Officer
Council Notes:
1. The graduate LGBTQ community of the university is currently represented in OUSU by
the LGBTQ Officer, a position that is almost invariably filled by undergraduates.
2. The role of LGBTQ Officer has a wide range of responsibilities, including welfare, policy
based campaigning and helping to run the LGBTQ Campaign.
3. According to the most recent survey, 22 college MCRs currently do not have the
position of LGBTQ Representative, meaning that many LGBTQ graduate students are
currently going unrepresented.
4. There is already a part-time Graduate Women's Officer in OUSU.
Council Believes:
1. The graduate LGBTQ community has needs which are specific to their graduate status,
including but not limited to a different social and welfare culture and potential caring
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responsibilities, and most importantly the current lack of MCR LGBTQ Representatives.
2. The graduate LGBTQ community would be better represented and supported by a parttime officer who can focus directly on their specific needs and priorities.
3. The LGBTQ Officer has too wide a range of responsibilities to give the graduate LGBTQ
community the representation it deserves.
4. It is appropriate that the role and the voting for it should only be open to graduate
LGBTQ students.
Council Resolves:
1. To introduce a new Part Time Officer role, the Graduate LGBTQ Officer, and to make
all necessary amendments to both the general regulations and the election regulations,
to be passed in 5th and 7th week Councils Trinity 2015.
2. To accept the remit set out in Appendix 3.
Proposed: Jenny Walker (Wadham)
Seconded: Zuleyka Shahin (Balliol)
3. Divisional Board Elections
Council Notes:
1. That it decided in 7th week of Hilary to hold cross-campus ballots for divisional board
representatives.
2. Only one nominee had been received by the deadline for nominations.
Council Resolves:
1. To postpone the divisional rep elections to 7th week Council.
2. To mandate the Vice-President (Access & Academic Affairs), Vice-President (Graduate)
& Returning Officer to bring forward to Council later in term an appropriate means for
electing divisional representatives, and to further promote the roles to ensure that
candidates do come forward.
Proposed: James Blythe (Brasenose)
Seconded: Joe Smith (Somerville)
4. Prelims Feedback
Council Notes:
1. That it mandated the Vice-President (Access & Academic Affairs) to begin a campaign
on prelims feedback.
2. That after meetings of University committees in Hilary Term, a full consultation has been
launched with all colleges and departments, and formally with OUSU.
3. That Appendix 4, OUSU’s potential response, was considered, redrafted and then
endorsed by the Executive Committee at its 2nd week meeting.
Council Believes:
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1. That the response from most departments and colleges is likely to be negative, and so
now is the time to begin preparing alternative means of achieving the goal of enhanced
feedback on prelims.
Council Resolves:
1. To approve Appendix 4 as OUSU’s response to the consultation.
2. To mandate the Vice-President (Access & Academic Affairs) to begin preparing
resources for students to launch Data Protection Act requests for their own academic
results.
Proposed: Jack Hampton (St Catherine’s)
Seconded: Christopher Casson (St Catherine’s)
5. Education Vision (2)
Council Notes:
1. That it mandated the creation of the Education Vision in Michaelmas.
2. Its discussion of the draft in 1st week of this term.
Council Resolves:
1. To approve and set as OUSU policy the Education Vision (attached as Appendix 5).
2. To mandate the Executive to work together under the leadership of the Vice-Presidents
(Access & Academic Affairs) and (Graduates) to implement the Education Vision and its
campaigning priorities.
3. To mandate the Vice-Presidents (Access & Academic Affairs) and (Graduates) to report
annually on progress towards achieving the goals set out in the Vision.
4. To overturn the following policies: ‘retention of the tutorial system’; ‘National Student
Survey’; ‘undergraduate understanding of marking criteria’, ‘examinations feedback’,
‘clustering of small subjects’, ‘college fee’, ‘teaching opportunities for DPhils’,
‘postgraduate fee increases’, as they are now superseded by the Education Vision.
Proposed: James Blythe (Brasenose)
Seconded: Jack Matthews (University)
6. Student Consultation Benchmark
Council Notes:
1. That students have not always been fully, or appropriately consulted on changes or
proposals within the University which may affect their Oxford experiences.
2. That Imperial College Union have implemented a successful Student Consultation
Framework, setting out how students should be consulted.
3. That the Vice President Graduates and the Vice President Access and Academic
Affairs have created the Student Consultation Benchmark (Appendix 6), as an Oxford
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specific guide to how the University, and OUSU, should consult students on policy
changes and proposals. This has already been well received within the University.
Council Believes:
1. That students should be partners in shaping their Oxford experience.
Council Resolves:
1. To endorse the Student Consultation Benchmark, and mandate the Vice President
Graduates, and Access and Academic Affairs to work with parties with the University
to see it is used and implemented.
Proposed: Jack J. Matthews (University)
Seconded: James Blythe (Brasenose)
7. Government Consultation on Support for Postgraduate Study
Council Notes:
1. At the Autumn Statement 2014, the Government announced its intention to introduce
a new loan system for postgraduate taught Master’s students.
2. At the Budget 2015, the Government announces its intention to review how to
broaden support for postgraduate research students.
3. That the above two issues are being consulted upon by the Department for Business,
Innovation & Skills, and that this Consultation closes on May 29th 2015.
4. That the University will be responding to the Consultation, and that any individual or
group may also submit a response.
Council Believes:
1. That OUSU should submit a response to the Consultation, building on the Union’s
rich history of making independent responses to Government Consultations and
Reviews.
2. That the University should continue to expand its provision of fully funded
scholarships for all areas of graduate education.
3. That while the University continues to expand its scholarship provision, and until such
provision can cover all Oxford Graduates, Government loans, repaid on a similar
basis to undergraduate tuition fees, are welcome.
4. That more work needs to be done on the area of Postgraduate Access. In a world
where more students need a graduate qualification to get the job they aspire too,
OUSU should be working to make a Postgraduate degree as accessible as possible.
5. That access to funding for Postgraduate study should not be dependent on age, parttime/full-time status, or on the course type or subject area being studied.
Council Resolves:
1. Noting current OUSU Policy on Education Funding, and the beliefs set out above, to
mandate the Vice President Graduates to respond to the Consultation, expressing
support for postgraduate loans.
2. To mandate the Vice President Graduates, in the process of writing the response, to
consult Common Room Presidents, Course Reps, and any other parties who express
an interest.
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Proposed: Jack J. Matthews (University)
Seconded: Marina Lambrakis (St John’s)
o. Any other business
1. Council Survey (Appendix 7)
2. Sabbatical Officer Remits (Appendix 8)
Appendices
Appendix 3
Officer Remit: Graduate LGBTQ Officer
To represent the interests of graduate LGBTQ identifying students to the OUSU Executive and
University, particularly working with the LGBTQ Officer.
Lobby for the interests of the graduate LGBTQ community in all areas of the student experience
including (but not limited to) access, academic affairs and welfare.
Work with the Vice-President for Welfare and Equal Opportunities
Work with the Equality and Diversity Unit on a regular basis.
Work with LGBTQ groups and networks within the university.
Support MCR LGBTQ Representatives and arrange meetings to exchange best practice and
support them in their work.
Appendix 4
OUSU Response to Education Committee Consultation on Feedback on FPE/ early FHS
[This response was considered by the OUSU Trustee Board and its Executive Committee and
approved by OUSU Council on Wednesday, 13th May 2015. ]
Questions for consideration
(i) The benefits and the practical considerations for the provision of additional feedback for the
FPE:
(a) Should additional feedback, beyond paper-level marks, be provided for the FPE for all
candidates?
Yes. We believe that constructive and clear feedback would be enormously
beneficial to many students.
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(b) What form might feedback take? The following have been suggested as potential forms:
(a) question-level marks, (b) other numeric data, (c) written comments, (d) some other
form. For the types of feedback proposed, please give an indication of the amount and
type of additional workload expected to be involved.
We believe that the two most helpful forms of feedback would be in the form of a
tutorial-type discussion of results, or question-level marks. Students would also
welcome being able to see a version of the comment sheets that describe the
examiners’ reflections on their work, and we believe this would be a great benefit
to their academic development. Nonetheless we believe that the form and
structure of feedback should be tailored to the course and therefore would
encourage a permissive institution-level policy that allowed for innovative and
discrete practices on courses, within a broad framework and with the common
goal of providing constructive, timely and personalised feedback to students on
performance in the FPE.
(c) What use is currently made of examiner reports as a feedback resource for FPE?
Students do make use of examiners’ reports and we support their continued
availability as a helpful resource. The earlier they are available to students the more
helpful they can be. We, however, see a clear distinction between generic feedback on
the performance of a cohort, and individual feedback on a student’s performance.
(d) If additional feedback for the FPE is not supported, please explain why current provision
is considered sufficient.
We do not believe current provision is sufficient.
(e) Divisions are asked to provide examples of additional feedback (beyond paper-level
marks) already provided.
N/A
(f) Please provide any additional comments, if you wish, on the purpose of the FPE and
the role of feedback in relation to that.
We believe that the first public examination is a key opportunity for students to
develop as learners. It prepares students for the processes of the FHS, but it
should also enable them to make an effective self-assessment of their own
journey as a learner, and, in consultation with and under the guidance of their
tutors, identify areas of focus in their study and skills development while taking
the FHS course.
We believe that constructive, timely and personalised feedback on the FPE
could make a significant contribution to reducing the gender gap in FHS
performance, given the studies that show how confidence and FPE performance
are strong indicators of FHS performance.
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(ii) The benefits and the practical considerations for the provision of additional feedback for
summative assessment carried out before the final year of the FHS:
(a) Should feedback be provided on summative assessment carried out before the final
year of the FHS? Should this be limited to submissions, e.g. extended essays, projects,
or should this be provided for all forms of assessment including timed examinations?
Feedback should be provided on all summative assessment carried out before
the end of a course, and this should be made available to students in a timely
fashion to help them develop.
(b) What form might feedback take? The following have been suggested as potential forms:
(a) question-level marks, (b) other numeric data, (c) written comments, (d) some other
form. For the types of feedback proposed, please give an indication of the amount and
type of additional workload expected to be involved.
We believe that the two most helpful forms of feedback would be in the form of a
tutorial-type discussion of results, or question-level marks. Students would also
welcome being able to see a version of the comment sheets that describe the
examiners’ reflections on their work, and we believe this would be a great benefit to
their academic development. Nonetheless we believe that the form and structure of
feedback should be tailored to the course and therefore would encourage a permissive
institution-level policy that allowed for innovative and discrete practices on courses,
within a broad framework and with the common goal of providing constructive, timely
and personalised feedback to students on summative assessment before the end of
FHS.
(c) Where a course or paper is offered to both undergraduate and postgraduate taught
students, should both groups of students receive the same type of feedback and to the
same timescale?
Wherever possible, yes.
(d) What use is currently made of examiner reports as a feedback resource for FHS?
Students do make use of examiners’ reports and we support their continued
availability as a helpful resource. The earlier they are available to students the more
helpful they can be. We, however, see a clear distinction between generic feedback on
the performance of a cohort, and individual feedback on a student’s performance.
(e) If additional feedback for the FHS is not supported, please explain why current provision
is considered sufficient.
We do not believe current provision is sufficient.
(f) Divisions are asked to provide summaries of any proposals for feedback that have been
suggested by departments in the past, e.g. as part of curriculum review, and to provide
examples of additional feedback (beyond paper-level marks) already provided.
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N/A
List of procedural motions
The more common ones are italicised (as the list is long) but of course any can be proposed. If
nobody in Council objects, the motion passes. If not, there is a short debate and vote. Where
the motion needs anything other than a simple majority to pass, this is in brackets after.
To count for whether there is quorum (10 in favour)
No Confidence in the Chair (2/3 majority)
To overturn a Ruling of the Chair (2/3 majority)
To suspend a part of certain Standing Orders (the rules governing Council) for a time (2/3
majority)
To hold a secret ballot (1/4 in favour)
To hold a recorded vote (1/4 in favour. All voters are called by name and college, and their vote
is recorded BUT if a secret ballot motion passes, it takes priority over the motion for a recorded
vote.)
Note: none of the below motions may be brought while one in the above list is under
discussion
To move to vote on the current motion/amendment (2/3 majority)
Not to put a certain motion/amendment (2/3 majority)
To recount a vote (10 in favour and NOT if a secret ballot or recorded vote has been held)
To delay a matter until later in the meeting (2/3 majority)
To delay a matter to the next meeting of Council (2/3 majority)
To amend the agenda (2/3 majority)
To vote on a motion in parts (for example, if you agree with part of the motion but not all)
To adjourn the meeting for a specified time (2/3 majority)
To close the meeting (2/3 majority)
To grant speaking and/or attendance rights to a non-member of OUSU
To overturn a ruling of the Steering Committee
Note: none of the below motions may be brought while one in the above lists is under
discussion
To submit a matter to the Executive or another Committee
To accept or reject a report
Any other procedural matter about the meeting
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Golden Rules of Council
1. Respecting the time limits on speeches and points.
2. No talking over the Chair or other members speaking.
3. Council has a commitment to being paperless – please bring
electronic devices for reading agenda.
4. All 'jargon' to be accompanied by a full explanation.
5. If you wish to take the Third/Second vote, please contact your
Common Room President in advance.
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