College of Business, Technology and Engineering
Finalists
Amal Hussein
Krishna Harish
Temiloluwa Ojediran
WINNER!
Seun Seidu – MSc Food and Nutrition Sciences
What they did:
“Being a Masters student at SHU is intense. The duration of the programme is just over a year, so to maximise success and thrive on the course, students have to ‘hit the ground running’. This is especially challenging for international students who may not be familiar with British University systems. However, the nominated student has not only embraced the course from the outset, but has also nurtured and encouraged fellow students to do the same. The nominee was quick to volunteer to be a Course Rep, and through this role has collaborated closely with course tutors, as well as listening to, and fostering a sense of belonging and inclusion, with fellow students.”
What was the impact?
“They have embraced the role of Course Rep, going over and beyond to communicate with peers as well as with the teaching team. Input from the student at Staff-Student meetings has led to effective actions, as well as strengthening communication between staff and students. The student is always willing to go the extra mile in this regard and, for example, is taking part (preparing for, and delivering) in events such as the ‘Course Celebration’ event.”
How it inspired others
“The nominee is ambitious and hard-working, and this positive attitude is infectious. The student encourages peers to fully embrace the course and encourages them to actively participate in course and University events, and to give feedback about their experiences. A truly inspirational student!”
College of Health, Wellbeing and Life Sciences
Finalists
Aisha Francis-Fisher
Cai Ware
Siouxnice Walker
Sara Raza
Ally Rafique Almaas Fatima Rafique
WINNER!
Sara Raza – BSc (Hons) Biomedical Science
What they did:
“This student has dedicated much of their time to the role of course representative over the previous academic year and has this year moved on to be departmental representative while still holding an important advisory role with the course representatives. They have brought with them an energy and a proactive approach to championing the voice of the students and to help influence the way the course is run and to promote close relations between academics and students. They have been particularly active in engagement with academic members of staff to gain deep understanding of the department to help steer recent developments and importantly feedback the student voice to academics and the academic perspective to students. I believe this has improved relationships and continues to have a positive impact on the student experience and the departmental culture. Additionally, they have jointly spear-headed 3 new student-lead societies within the department, Student Minoritised Group, LGBTQ+ group and a Biosciences Accessible Student’s Space (BASS) for neurodiverse students, all of which allow safe and inclusive support across the department.”
What was the impact?
“Taking on a proactive role as departmental representative, they have given students a voice within our courses and throughout the department. This is enhanced by the openness, honesty and approachability of the student to facilitate the channels of communication. It feels like they have reinvigorated this communication with their dedication and enthusiasm as they set to bring about real student-led positive changes. Acting on feedback from both students and academics, this student has been jointly involved in organising course and department-wide social activities to promote sense of community. I look optimistically forward to seeing a positive impact of this on future NSS scores, particularly for the BMS where this factor usually scores poorly. The student support groups (minoritised, LGBTQ+, and BASS) are a new initiative in the department that will positively impact the student experience by allow safe and inclusive support across the department and creating a more inclusive and diverse culture both departmentally and potentially within STEM subjects.”
How it inspired others
“I believe this student has made the student voice a tangible and accessible tool by reaching out to students who would have otherwise been silent. This is particularly impactful for minority groups which they compassionately champion and support. They have made this possible through hard work, dedication and a substantial time investment which has necessitated sacrifices of their own personal time 1for the good of the student communities which they represent. I consider this to be inspirational and I believe the students now with a loud and active voice within the department do too.”