Workload and Education Reform

Background: Cambridge is currently one of the only universities which doesn’t offer resit provision, instead directing students through the complicated examination access and mitigation process. This system has positives and negatives with some students liking the ability to be “allowed to progress” without further stress. The current system, however, particularly doesn’t work for finalist students who are “deemed deserving of honours”. After three or four years of a degree, not receiving a final grade can be incredibly frustrating and harm your future prospects.

What have we done? Following on from Caredig’s work last year, Sarah, Katie and Neela have all contributed to consultation on resits and the EAMC review, both informally by meeting with the project leads, and formally when it comes to the General Board.

What do we want to achieve? We would like there to be an alternative mode of assessment, including, for example, resits, available to finalist students who have faced difficulties when undertaking their exams for the academic year 2025/26.

Background: In 2022, 64% of students who voted in the SU’s Reading Week Referendum voted in favour of the question “Do you support the introduction of a full freshers’ week in Michaelmas Term and week-long Mid-Term Break/Reading Week in Michaelmas and Lent Terms?”. After considering the proposal at the end of Easter 2023, the University established a review of teaching to consider “student workload and its impact on mental health and wellbeing, and the supervision system”, where the reading week would constitute one possible solution.

What have we done?Both the President (UG) and AEP Officer (UG) sit on the Teaching Review Group.

• In July 2024, the University Council and the General Board agreed to fourteen problem/aim statements which had been compiled by the committee, acknowledging that there is a problem with the “culture of overwork” at Cambridge.
• The teaching review is now looking at possible solutions to the problems identified, including the feasibility of a reading week, hoping to make recommendations by Lent 2025.

What do we want to achieve? We want the University to agree to a concrete set of recommendations which we believe will address the culture of overwork which exists in Cambridge.

Background

Unlike undergraduate students, postgraduate students at the University of Cambridge currently lack a standardized option to defer their admission. This gap poses significant challenges for students facing unforeseen circumstances such as medical emergencies, bereavement, natural disasters, or other crises. While there have been cases where the University has been accommodating in such situations, these decisions are made on a discretionary, case-by-case basis, as no formal policy exists to guide or guarantee this support. Having spoken to students who have faced these challenges, many expressed how a deferral option would have provided much-needed relief during difficult times. Introducing this option would ensure equity between undergraduate and postgraduate admissions while offering clarity and reassurance to students during unforeseen crises.

What have we done?

• Since Summer 2024, I have been lobbying for the implementation of a deferral option for postgraduate admissions.
• Held discussions with the Postgraduate Admissions Team, MCRs, academic representatives, and university staff to gather support and refine the proposal.
• Submitted a policy motion to the Student Council, which was successfully passed with widespread student endorsement.
• Facilitated further discussions with the Postgraduate Admissions Team, leading to a formal paper submission to the Postgraduate Admissions Committee.
• Attended the committee meeting to advocate for the policy, resulting in the committee approving the idea.

What do we want to achieve?

We aim to have this policy implemented for the 2026 academic year. This will provide students facing unforeseen crises with the opportunity to defer their admission through a formalized process, reducing stress, ensuring transparency, and fostering a supportive and equitable admissions framework at Cambridge.

Background: Decolonisation at Cambridge is a key focus of my work. It aims to confront and address colonial legacies within the university’s structures, curriculum, and practices, creating a more inclusive academic environment. Through collaborative efforts with students, staff, and the wider university community, this work focuses on structural change to ensure that diverse perspectives are represented and acknowledged.

What have we done?

• Published the Decolonisation Report 2024, accompanied by the Decolonisation Manifesto.
• Established the Decolonisation Working Group (DWG) with 25 members representing over 20 colleges.
• Held two Decolonisation Forum Meetings in December 2024 and February 2025.
• Set up four Task Force Groups, each with a dedicated chairperson.
• Submitted a policy motion to the Student Council to strengthen decolonisation efforts.
• Achieved a significant win when a motion related to decolonisation was passed at Trinity College with a 15–6 vote.

What do we want to achieve?

• Publish the Decolonisation Report 2025, highlighting the work of the Decolonisation Working Group (DWG).
• Provide continuity and sustainability for ongoing decolonisation work.
• Lead and support the four Task Force Groups (TFGs) focusing on Colonialism and Repatriation, Decolonising the Curriculum, Colonialism and Climate Change, and Decolonising Labour and Hiring Practices.