1. The University has a Student Support Service managed by the Director of Student Support. His/her main duties are:
(i) To manage support for learning and pre-empt welfare needs including a ‘one stop shop’ facility at the Student Welcome Centre;
(ii) To manage the Student Wellbeing Service; the Accessibility Service and the Advice, Information and Money Service;
(iii) To manage the University Hardship Fund;
(iv) To contribute to the University’s reputation for excellence in student satisfaction and the student experience;
(v) To ensure that information on support matters is effectively distributed;
(vi) To consult with local agencies and providers of health care.
2. Institutes/Departments provide support as well as academic care for their students. Every student has access to a Personal Tutor who is available for consultation on personal matters and will refer a student to the appropriate agency if necessary: the aim is to provide support that is appropriate to the student and to his/her mode of study. Every academic department and service area within the University has its own Departmental Disability Co-ordinator. These provide the first ports of call for staff and students who have queries concerning policy, procedure or provision. The Departmental Disability Co-ordinators meet on a regular basis to remain current with best practice, changes in legislation and general progress towards a genuinely inclusive community. The Departmental Disability Co-ordinators Group is the joint responsibility of the Directors of Human Resources and Student Support. Mental health first aiders are also located within Institutes/Departments.
3. Halls of Residence are a focus of student life at Aberystwyth. First year undergraduate students are guaranteed a place in University accommodation. The two main types of hall – traditional and self-catering – meet differing social requirements. In allocating spaces, special circumstances are taken into account. Resident Assistants provide support under the supervision of Campus Services.
4. The Students’ Union welfare service co-operates with and complements the University’s own. Nightline is a confidential information service run for students by students.
5. The University’s Accessibility Service is the focus for references to the intra-structure and can arrange support and guidance on reasonable adjustments for individual students and can also advise members of staff on their interactions with students in respect of such adjustments..
6. The University has designated ‘Green Card Areas’ in the Hugh Owen and Thomas Parry Libraries, with computers, some special hardware and laptop access for disabled students.
7. The University makes available a range of reasonable adjustments for disabled students and those with specific learning differences.
8. Student Learning Support is located within the International English Centre, and offers a range of courses and services for enhancing students’ study experience.
9. The Accessibility Service within Student Support Services works with students from a widening access background and provides two main areas of support
a. The Signpost Mentoring Scheme, where trained student mentors work with new first year undergraduates to enable a positive transition into higher education.
b. Mentoring, financial and other forms of support for those students entering higher education from a care leaver background.
10. The Accommodation Office interfaces with the University’s halls and holds an up-to-date register of local private addresses. The staff regularly provide students with information and advice.
Wellbeing and Health
11. The aim of the Wellbeing Service https://www.aber.ac.uk/en/student-support/ is to ensure that the Aberystwyth experience is one in which health and wellbeing is integral to students’ everyday life at university. The focus is on supporting students to take responsibility and be self-reliant. The Service works with students to build resilience and to develop a toolkit of skills which enable students to self-manage issues they may face both during their time at University and in their post University life. The Wellbeing Service does not duplicate or replace statutory provision but facilitates support pathways which enable students to access appropriate statutory and other community services where necessary. The Service is also able to provide advice and support for staff in their interactions with students encountering wellbeing difficulties and operates the University’s Fitness to Attend and Return procedures.
12. The University aims to provide all students with an experience of the highest quality, and to make academic facilities available to all who meet our entrance requirements.
13. For disabled students, those with long standing health conditions or a specific learning difference, a range of adjustments/support can be put in place e.g., adapted accommodation, enabling technology and individual examination arrangements.
14. The Service provides advice and information to applicants and students (including care leavers, disabled students and those with learning differences) about provision available for specific needs at the University; supports disabled students in making the most of their attendance at Open or Visit Days; provides advice and support about the Disabled Students’ Allowance and is proactive in encouraging applicants to communicate their needs early in the admissions process so as to ensure appropriate support is in place on arrival.
15. For those students ineligible for the Disabled Students’ Allowances the University provides funds from its own budget to ensure students with specific needs are not disadvantaged. We also work in partnership with Bangor University to provide a Study Needs Assessment Centre.
16. Two mentoring schemes sit within Accessibility Services: one specialist mentoring scheme for disabled students and the other a scheme primarily aimed at supporting first year transition.
17. Support for care leavers also sits within Accessibility Services and a named individual has responsibility for contact pre-arrival and support during their studies. Every care leaver is allocated a more experienced student as a mentor, which also assists the mentor to develop employability skills. The Service also supports a network of Departmental Disability Co-ordinators.
Advice, Information and Money Service
18. The Student Advice and Information Service provides information, advice, support and referral on a wide range of issues. For example, providing a listening ear on any worry or concern and signposting students to specialist services both within the University or elsewhere; providing advice on managing money and checking entitlement to student funding; providing information to students (but not representation) about University rules and regulations including academic regulations or harassment; advising on withdrawal or change of course. The service also administers the University’s Hardship Fund.
19. The Director of Student Support Services is the Designated Reporting Officer for all safeguarding issues and plays a key role in ensuring the University is compliant in respect of its Prevent Duty. This includes safeguarding issues in respect of the University’s Prevent Duty.
6.2 Student Charter
The University works closely with the Students’ Union to produce the Student Charter which is revised on an annual basis. The Charter sets out, clearly and concisely, what students can expect from the University and the Students’ Union, and also the responsibilities which students are expected to undertake in return. Both the University and the Students’ Union are committed to providing a vibrant, safe and positive learning community in which every student has the opportunity to realise their full potential, and where all are treated in a professional manner with respect, dignity and courtesy within an inclusive environment.
1. The University provides comprehensive induction services to help new students adapt to university life. The main features are:
(i) An introduction to halls and meetings with Residence Assistants;
(ii) Welcome sessions and Tier4 help and advice for international students;
(iii) Early meetings, both formal and social, with academic staff;
(iv) A range of activities to introduce Information Services and study skills, including library tours and subject specific library and IT presentations delivered by subject librarians in Institutes/Departments;
(v) ‘A’ Team – peer support organised by the Students’ Union in collaboration with Student Support;
(vi) Special sessions for new postgraduates;
(vii) Sessions for Welsh-speaking students;
(viii) Sports activities;
(ix) An acclimatisation course run by Student Support Services for students with social communication issues.
Module Evaluation Questionnaires (MEQ)
1. Each semester, all undergraduate students will be asked to complete an online Module Evaluation Questionnaire in-class for each of the modules they are taking. MEQ’s are provided centrally online but administered by academic Institutes and Departments. Each MEQ consists of a set of core questions, up to four module-specific questions and free text fields. All feedback via MEQ is anonymous and will be used by Institutes to see how the module is performing and make any possible changes. Once analysed, the results feed into module and scheme reviews as well as part of the Annual Monitoring of Taught Schemes. They are also reported to Institute committees and to students as appropriate.
Your Voice Matters
2. The University also operates a ‘Your Voice Matters’ feedback process by which students are able to feedback at any time about any aspect of their University experience. Further information is available on the ‘Your Voice Matters’ webpages available here.
National Student Survey (NSS)
3. The University requires Institutes to prepare Action Plans in response to the annual NSS results. Action Plans should include urgent actions for implementation during the first term of the following academic session. Actions should be communicated to Staff-Student Consultative Committees within each Institute so that third year undergraduates in particular are made aware of the actions taken. This will allow for the cohort completing the NSS questionnaires in the spring to have seen the impact of responses.
4. Institute Action Plans are received and considered at the first meeting of Quality Assurance Committee for each academic session. The Committee will report to Academic Board on the actions taken and on the overall process.
1. The University recognises two types of student withdrawal: permanent and temporary. Students withdrawing are advised to contact the Advice, Information and Money Service for advice on the implications of withdrawing, and to explore the options available.
2. Students who are considering the possibility of withdrawal should complete the first stage of the Notification of Withdrawal process under the Academic Record section of the online Student Record on the Web. This will trigger a message to the Institute/Department nominated contact for student withdrawals, who will contact the student to request a meeting. The purpose of this meeting will be to ensure that the student makes an informed decision and that all potential implications of withdrawal have been considered.
3. If it is confirmed at the meeting that a student wishes to take temporary or permanent withdrawal, the nominated contact will release the second stage of the on-line withdrawal process for the student to complete. This will trigger a notification to Institutes to confirm final approval before the withdrawal is recorded on AStRA by AQRO.
4. Students leaving on medical grounds must submit medical evidence. In order to return, they must provide AQRO with a medical certificate confirming their fitness to study, for approval by Student Wellbeing Service.
5. Students on a Visa (TIER 4) must discuss their obligations with the International Office and students living in University Accommodation should discuss arrangements with the Accommodation Office, before completing the first stage of the online withdrawal process.
6. All students withdrawing from the University must tell their financial sponsors immediately.
7. Students are not normally permitted to withdraw outside of the teaching period. All withdrawal notifications made outside the teaching period will be considered and the date used as the withdrawal date may vary to that entered by the student. Withdrawal dates can only be registered up to 10 working days in advance or back dated by a maximum of 10 working days from completing the Notification of Withdrawal form online.
8. Postgraduate Research Students (MPhil, PhD, PhDFA, DAg or LLM (RES) may not withdraw from their studies after their registration period has ended and they have entered their writing up period. If PGR students require additional time to complete a thesis, they must request a formal extension to their time limit, but should note that extensions are only granted in exceptional circumstances.
9. Students who take permanent withdrawal will as a consequence cancel their registration in the University and lose all rights and privileges accorded by this membership.
10. Students taking a Temporary Withdrawal are not permitted to withdraw after the last day of teaching in each semester. It is not therefore possible to withdraw during Christmas Vacation or the Semester One or Semester Two examination/assessment periods. A student who has not withdrawn at the last day of teaching will be entered as a candidate for the semester examinations and the normal rules governing progress will apply.
11. Students who intend to take assessments and then withdraw immediately after completing the assessment/examination period should provide the withdrawal date as the last day of the examinations.
12. Registration in the University will be suspended until students return. Students will not be entitled to use University facilities, attend classes or reside in Hall of Residence during this period.
13. Students will normally be allowed to take Temporary Withdrawal for up to a maximum of two years with the Institute’s approval, bearing in mind the time limits for the completion of initial modular degrees. If a longer period is taken away from university it is likely that a new application through the Admissions process will be required.
14. Students who take a temporary withdrawal on health grounds must submit appropriate evidence of fitness to return before recommencing their studies. It will be the responsibility of the Student Wellbeing Service to make the appropriate arrangements for an assessment of fitness to return to study.
6.6 Personal Tutors
1. Every student is allocated a Personal Tutor. Personal Tutors have an important role within the overall framework for supporting students and their personal development at the University. The role is crucial in helping students to identify where they might find support, how and where to seek advice and how to approach support to maximise their student experience.
2. The Personal Tutor should provide a regular point of contact between student and academic department, subject or institute. Tutors will be available for consultation at reasonable times by appointment, and able to refer students for specialised advice elsewhere in the University.
3. Institutes will retail overall responsibility allocating Personal Tutors, but will delegate implementation to Departments or subject areas as appropriate. Personal tutors will be allocated before the academic year begins, and students will begin the personal tutorial process during induction week. When that is not possible – for instance where students are at the University on exchange – then arrangements for personal tutorials will be made on the start of their studies at the University to ensure that new students have guidance and support.
4. Full time undergraduate students will be given the opportunity to meet their Personal Tutor at least five times during the first year, at least four times in the second year, and at least three times in the third/fourth year. Full time postgraduate taught students schemes will have a minimum of three meetings during the course of their studies. Some tutorial sessions may be group meetings. The University will provide additional guidance to Institutes on the timing and content of the meetings.
5. A student may have the same Personal Tutor throughout their studies at Aberystwyth if this is deemed appropriate by the Institute, but they may be allocated a new Personal Tutor each year if this better fits the pedagogy and course structure in that subject area. In the third year, reallocation of personal tutors to dissertation tutors, where that subject has a dissertation, may be appropriate to ensure regular contact with that student.
6. If either the student or a member of staff requests a change of tutor, Institutes should have clear procedures for response.
7. In allocating Personal Tutors, Institutes should be sensitive to the needs of specific groups e.g. international students, mature students.
8. In allocating Personal Tutors, Institutes are expected to identify Welsh speaking students in order to allocate a Welsh speaking Personal Tutor. If individual support cannot be provided from within a department or subject area, Institutes should discuss with students before making alternative arrangements. This could mean an alternative Personal Tutor or the provision of a second member of staff to support the main tutor.
9. Every undergraduate should have a Personal Tutor in his or her main department or subject area. For Joint Honours students the personal tutor will be allocated in the lead named subject, but there will also be a named contact for each student in the second subject.
10. All members of academic staff except Pro Vice-Chancellors, Institute Directors, Institute Directors of Learning & Teaching and Heads of Departments should be expected to act as Personal Tutors. Staff in these roles may serve as Personal Tutors where this is not possible due to staffing or student numbers, but every effort should be made to reallocate personal tutees when staffing and student numbers allow.
11. Tutors should ensure that their students know how to contact them if necessary. Institutes should ensure that in the Personal Tutor’s absence, a student can see another member of staff during office hours or by appointment.
12. Appropriate tutorial provision should be made for Distance Learning students, Continuing Education students and part-time students.
13. Institutes should maintain an up-to-date list of Personal Tutors and their tutees. Institutes should also allocate students a new Personal Tutor whenever necessary (e.g. change of study scheme, staff movement or return after withdrawal from the University).
14. Each Institute should ensure that one person is nominated within each of its departments/subject areas to be responsible for the organisation of its Personal Tutor system.
15. The Personal Tutor system will be monitored by the Student Support Committee, reporting to Academic Board.
6.7 Student Representation
1. Students are at the heart of learning and teaching and an effective student voice, with appropriate representative structures, underpins the University’s quality assurance and enhancement systems. In this, the University recognises the importance of effective student representation at many layers within the University’s structure in contributing to its success in maintaining and enhancing the student experience.
2. Within the University’s formal academic committee structure, there are student representatives appointed by the Students’ Union to Senate, Academic Board, and all sub-committees of Academic Board, where their input is both encouraged and welcomed. Student Academic Representatives participate in discussions of study schemes and their annual monitoring and review, the review of external examiners’ reports on taught schemes, the development of new or revised academic policy and consideration of NSS outcomes.
3. Student academic representation at all levels within the University is the responsibility of the Academic Board, which reports to the Senate, and works in partnership with the Students’ Union. The University is committed to receiving and responding to student feedback and working in partnership with students with the general aim of enhancing the quality of teaching and the overall student experience. Feedback is gathered in a variety of ways, for example, through Module Evaluation Questionnaires (MEQs) and Tell us Now (TUN) within Staff and Student Consultative Committees (SSCCs), through the personal tutorial system, through student representation on Institute and University level committees, and by informal contacts between students and academic staff.
4. The Students’ Union will be responsible for the following:
(i) The appointment of student representatives across the University;
(ii) Providing training and support for student representatives, including ensuring that all relevant information is provided either online or in paper format;
(iii) Co-ordination of the Annual Student Submission;
(iv) Providing support for Student Academic and Institute Representatives throughout the year and additional training as required.
(v) Maintaining the Student Representative database;
(vi) Communicating relevant information to all student representatives and staff.
(vii) Providing advice and support to staff working with all student representation structures.
5. The purpose of SSCCs is to establish a formal means of discussion and communication between Institutes/Departments and students on matters relating to academic issues affecting their studies. The formal contact is recognised as an important channel of effective communication between students and staff. At a minimum, Institutes shall establish an Institute or departmental level SSCC, in accordance with Regulations: Academic Institute Structure https://www.aber.ac.uk/en/governance/This section of the Quality Handbook is intended to be used by Institutes to provide a framework for formal meetings between staff and students to help them engage in constructive dialogue and non-threatening feedback between the two parties.
6. It is recognised that the format for SSCC meetings varies between departments, and that the guidance provided in this section of the Quality Handbook may need to be tailored according to the needs of individual departments. The Students’ Union should be informed of any variations to the Quality Handbook that departments wish to implement.
Student representation cycle
8. All student representative activity undertaken should relate to five stages of the representation cycle:
(i) Awareness raising and recognition of the role
(ii) Nominations and elections
(iii) Training for the role
(iv) Undertaking the role
(v) Monitoring and reviewing effectiveness
Responsibilities of Student Academic Representatives
9. Student Academic Representatives should make every effort to gather representative feedback from their constituents to present to their department. It is their responsibility to present the views of students to staff and to report back to students the outcomes of SSCC meetings.
10. Student Academic Representatives are expected to present constructive feedback and work actively with Institutes to find solutions to any problems encountered.
11. Student Academic Representatives will attend training sessions on student representation provided by the Students’ Union.
12. Student Academic Representatives should act responsibly and constructively at SSCCs, and should be responsive to views of their cohort and to present comments or feedback which are not necessarily their own.
Responsibilities of Institutes
13. The Institute Director has overall responsibility for student representation but will delegate responsibility for all Taught and Research student representation to designated Institute or departmental contacts. The responsibilities of the designated contacts will include ensuring that elections for Student Academic Representatives take place and that all eligible students are given every opportunity to participate. To facilitate liaison and support, the name of the designated departmental contact should be forwarded to the Students’ Union.
14. Institutes should ensure that where there is more than one nomination, elections are held to appoint Student Academic Representatives, in accordance with the guidance provided in this section of the AQH. The Students’ Union will send all information about the election process to the Institute contact.
15. Institute should review the effectiveness of its SSCCs annually, to assure the quality with regard to format, conduct and effectiveness. This should be presented to the Institute Learning and Teaching Committee, and made available to the Students’ Union.
16. SSCCs should meet once a semester as a minimum, and the first meeting of each academic session should include a short introduction to the purpose, powers and procedures of the SSCC.
17. Student Academic Representatives should be provided with adequate access to administrative facilities within their Institute/Department, including printing and photocopying to produce appropriate materials, for example, discussion documents and requests for agenda items, and circulation of information by email.
18. Adequate and accessible space on notice boards and Blackboard should be made available to Student Academic Representatives.
Elections and Membership of Staff-Student Consultative Committees
19. Each Institute should establish a SSCC for undergraduate students at Institute or departmental level and, where appropriate, for postgraduates. Membership should include a minimum of one Student Academic Representative for each year/level as appropriate. Alternates should be allowed for Academic Representatives. In larger Institutes/Departments it may be appropriate to have separate SSCCs for each degree scheme, and separate SSCCs for postgraduates. Institutes should also consider the particular concerns of distance learning students and whether it is appropriate to establish a separate SSCC where these can be discussed.
20. Institutes should hold a properly constituted election, by ballot, for all Student Academic Representatives. The Students’ Union shall issue election guidelines on an annual basis. Special provisions will be taken into account for appropriate groups of students (e.g. distance learners).
21. The term of office for Student Academic Representatives will run for a full 12 months from the date of election (unless the student leaves the University).
22. The dates for closing nominations and for elections will be set by the Students’ Union. However, there should be a period of at least one week between nominations opening and closing, and a sufficient period of time for circulation of information before the day(s) of election. Nominations for First Year students will close by the end of week three, and elections should be completed by the end of week four of the first semester.
23. For returning cohorts, Institutes should seek to ensure that elections are held before the preceding summer, to ensure that Student Academic Representatives are in place by the start of the new session. This will ensure that training can be completed at the beginning of semester one so that SSCCs can be convened early in the session if needed.
24. Students must be registered on a scheme for which the specific SSCC is responsible to be eligible to stand for or vote in elections.
25. The Returning Officers for any election to a SSCC shall normally be the designated Institute/Department contacts with responsibility for that SSCC.
26. At the close of nominations, if the number of candidates for any given position(s) is equal to or less than the number of positions, such candidates should be declared elected and this result publicised and made known to the Students’ Union to ensure that the student(s) are included in student representation training.
27. Where the number of candidates for any given position(s) exceeds the number of positions, an election will be held.
28. If, at the end of the election process, any vacancies remain, the SSCC may choose to co-opt further Student Academic Representatives in order to fill the remaining places.
29. Information about the student representation system should be provided by Institutes as part of their induction material and will be included in departmental student handbooks. Elections for first year undergraduate and postgraduate Academic Representatives should be announced as part of departmental induction for students. It is also recommended that the Students’ Union should be invited to give a presentation to new students at the beginning of the academic year.
30. The names of all Student Academic Representatives should be sent by the Institute/Departmental contact to the Students’ Union no later than week four of the first semester.
31. An Extraordinary Meeting can be called by the Institute or by a majority of student representatives, with ten working days’ notice.
32. A staff code of conduct should be drawn up by the Students’ Union as part of their election guidelines to ensure that departmental staff members only play an administrative role in the elections.
33. A draft agenda and a request for additional items for the agenda should be posted on the appropriate departmental notice board(s) or published on Blackboard at least five working days in advance of the meeting. It is the responsibility of the Student Academic Representatives to collect items from students and to submit them to the Chair of the committee. Students should be able to participate fully in all aspects of SSCC meetings, including the setting of agenda.
34. Formal minutes should be kept of all meetings of SSCCs which clearly record discussion, recommendation for action and reporting back to the SSCC, and who is responsible for such action and follow-up. Where possible, Institutes should encourage students to serve as officers of the SSCC, producing agenda and minutes with appropriate guidance from a member of staf
35. Minutes should be distributed to all student representatives as soon as possible, and normally within ten working days of the committee meeting. A copy of the minutes must be published on Blackboard and also sent to the Students’ Union, and a copy kept by the Institute for audit purposes.
36. SSCCs will formally report to the Institute Learning and Teaching Committee. to ensure that the Institute gives adequate consideration to the points raised by student representatives. SSCC minutes should always appear as an agenda item at LTC meetings.
37. Institutes should ensure that they have feedback systems in place to ensure that responses to issues raised by SSCCs are communicated to all students in the department. The feedback system should be made clear to students in departmental handbooks.
38. Any item which cannot be addressed directly by the SSCC should be forwarded to the appropriate committee for consideration.
39. SSCCs minutes should not, as a matter of principle, refer to individual staff or students.
40. As a general principle, Staff-Student Consultative Committees should have a minimum of 1 student member per year/level of provision, as appropriate.
41. Staff members should represent a range of functions. Staff Representatives should be responsive to student concerns, have a certain standing in the department and be able to speak with some authority on issues likely to be raised. They should act responsively and constructively at SSCCs, and the number of staff representatives should not as a matter of principle exceed the number of student representatives. Notwithstanding the need for staff with management responsibilities to be members of SSCCs, it is not expected that Institute Directors or Heads of Departments should be members of SSCC: they should rather be seen to deal impartially with matters raised at the committee at second hand.
42. It is important that student representatives are able to express their views and those of other students at SSCCs without fear of sanctions by the institute or department. It is therefore incumbent on Institutes and staff representatives at SSCCs to facilitate an atmosphere of collaboration and consultation during meetings, with the aim to facilitate maximum benefits for staff and students alike. Good feedback is an essential feature of an effective SSCC and it is to this end that all representatives should work.
43. There should be a reasonable balance between staff and student members, but as a matter of principle staff representatives should not exceed the number of student representatives.
44. SSCCs should ensure that they consider the learning experience of all students on relevant programmes and that committee membership should where possible reflect the diversity of the student population.
45. Where it is considered unnecessary or inappropriate to have specific representatives, committees should ensure that the needs and experiences of such groups are considered during any discussions.
46. Where a programme is delivered entirely by distance learning, an appropriate (e.g. electronic) discussion group or separate SSCC should be established to facilitate discussion of the issues.
SSCC Terms of Reference
47. SSCCs will have the following terms of reference:
(i) To provide students and staff the opportunity to raise and comment on issues of concern related to their academic programmes and activities, including feedback received via Tell us Now (TUN).
(ii) To contribute to curriculum development, including proposals for new or restructured schemes, and preparations for Periodic Scheme Review.
(iii) To receive and consider reports of Periodic Scheme Reviews (PSR) and Institute / Department Performance Audits (IDPA).
(iv) To consider the results of surveys, including the National Student Survey and Module Evaluation Questionnaires (MEQs), and to contribute to Institute responses to these surveys.
(v) To consider the Reports of External Examiners and professional bodies (PSRBs).
(vi) To consider the enhancement of the student experience at Institute/Departmental level.
(vii) To consider any matters referred to it by the Institute Learning and Teaching Committee.
(viii) To consider any other matters relating to the particular Institute/Department, or other areas of activity affecting students’ studies.
(ix) To consider the enhancement of Employability within the Institute/Department.
Student Representation at Institute level committees
48. Student representation at institute level committees will be provided through Institute Representatives. These will be appointed in accordance with a selection process under the oversight of the Students’ Union, with two ‘Institute Representatives’ for each Institute (one undergraduate, one postgraduate.
49. Institute Representatives will sit on the Learning and Teaching Committee (or equivalent) at Institute level. They may also be invited by the Institute to attend other Institute level committees
50. The Institute Representatives will form the membership of the Students’ Union Academic Executive Committee, and will meet with the Students’ Union on a regular basis.