Author Archives: Miriam Sandiford

Organisation

Revision tips from current students

Need a boost in your revision? Get some ideas for how to improve your revision with these tips from our current students:

“Look at past exam papers to identify patterns in questions. This will settle any nerves prior to the day.”

Tereza Koshi – 2nd year Law.

“Why not give ‘study-with-me’ videos a go. You can find these online, and they can help to focus on the task at hand,  break the revision into manageable chunks, and provide a sense of completion!”

Antti Lattula, MSc Organisational and Business Psychology.

“Make sure that you have an adequate amount of breaks when revising. I like to study for half an hour and then half a ten minute break. Look back at the essays you’ve written throughout the year to see what you can improve on.”

Lucy Dixon – 2nd year International Business.

“I like making colourful flashcards and using Quizlet and Notion to test myself.”

Lily Colwell – 2nd year Forensic Psychology.

“Group study can help you focus and supplement your knowledge as it’s great to pick up things off of other people that you might not have thought of before.”

Emily Flint – 2nd year History.

“I like to condense all of the most important information into one document and go through and highlight key pieces of legislation and cases. This means that in an online exam I can quickly refer to this to find what I need. I also like to add in comments of critical thought from different readings that might be useful in my essays.”

Ellie House – 3rd year Law.

“Use active recall and make sure you plan out your time in advance depending on when your exams are so you can prioritise modules.”

Gemma Overy – 3rd year Psychology.

“Pick a topic and write out a mind map of everything you can remember from it — only when you’re totally stuck do you look at your notes. This always helps me figure where I actually need to focus my revision rather than going over things I already understand”

Tanya Iyer – 3rd year Law.

“It’s important to structure your days out so that you have a clear plan on what you need to get through that day. This will make things feel more achievable, and make you feel like you are progressing well through your day.”

Stephanie Colairo – 3rd year Law.

Follow us on Instagram @UniKentLive as we’ll be sharing more revision tips on Instagram stories in the lead up to and throughout the exams period.

Helpful exam webpages:

Industrial action

Marking and Assessment Boycott Ended

From Professor Richard Reece | DVC Education & Student Experience

I am pleased to be able to let you know that the local branch of the UCU has accepted the proposal we made on 23 March and that the local marking and assessment boycott has now been brought to an end. You can read our joint statement with UCU in full for more on the background to this.

This means that the marking and assessment of your work has been resumed as normal. Any marking that was not carried out due to the boycott will now be prioritised and we anticipate all of this will be completed by early May at the latest.

I would like to thank you all for your patience during what has been a really difficult time for you. You have faced significant disruption this term for which I am sincerely sorry – I hope this news will go some way to helping you focus on your studies and experience at Kent for the remainder of the year.

Ongoing national issues  

As I said in my email last week, we are continuing our talks with the UCU on the national issues in the hope that together we can come to a resolution that avoids any further action at Kent.

Expenses claims – strike action  

If you incurred any expenses because of the strikes by the UCU and you would like to claim these back, please would you make sure you do so by this Friday 8 April. You will find the claim form and guidance on the student webpages.

My thanks again to all of you for your continued hard work throughout this period of disruption. I would also like to wish you all a peaceful and restorative break. I know that the last term has been challenging, both due to industrial action and as we have adapted together to the return of face-to-face activities.

I wish you all the very best as we head into the exam term – look out for an email later this week with more information on the support available to you throughout this time.

With all good wishes,

Richard

Professor Richard Reece | DVC Education & Student Experience

Industrial action

Industrial Action: Local Dispute Ended

From Martin Atkinson | Director of HR & Organisational Development

I am pleased to be able to let you know that the local branch of the UCU has accepted the proposal we made on 23 March and that the local ASOS, including the marking and assessment boycott, has now been brought to an end. You can read our joint statement with UCU for more background on this.

This means that marking and assessment is now resumed as normal, although the national Action Short of a Strike (not including a marking and assessment boycott) remains in place.

Any work that was not assessed during the boycott will now be assessed alongside other work, with Divisions working with their staff to agree on areas to prioritise. We anticipate that all outstanding marking will be completed by Friday 6 May 2022.

We would like to thank our local UCU for their part in the negotiations which have brought the dispute to a close. We would also like to thank those of you who have been providing extra support to students throughout the periods of industrial action.

This year has been particularly difficult for our students, and I want to recognise their patience in the face of the uncertainty and stress caused to them by the ongoing disputes. I sincerely hope that they can now look forward to some stability and certainty as they enter the examination period.

Ongoing negotiations  

I am also conscious of how challenging recent weeks have been for colleagues in Divisions which have been reviewing their activities and which face continued challenges due to national changes in where prospective students’ interests lie.

Whilst no compulsory redundancies have been proposed as part of these reviews and would only ever be considered as a very last resort, we understand that reviews can be unsettling for staff and I hope this agreement will take some of the pressure off while this work continues. I’d also like to thank colleagues for their continued involvement in working collectively on what a positive and sustainable way forward might look like. For the avoidance of any doubt, the commitment made in the joint statement to UCU members also applies to all other staff across the University.

We are also continuing our talks with UCU on the national issues in the hope that we can build on progress in the areas that we can influence at Kent – bearing in mind that many of the issues on the national ballot are out of our control. I will continue to keep you updated on progress with all these issues and hope we can now all concentrate on preparations for the summer term.

With all good wishes,

Martin

Martin Atkinson | Director of HR & Organisational Development

Desk set up

How to prepare for online exams

*You can also listen to the new Kent Voices Exam Calm podcast to hear from Kent students and staff about how to get the most from your revision*

Current student Ellie shares her top tips for how to prepare for exam season:

1. Make the most of the Easter break

Just because exams are online, don’t think this means you won’t need to revise and prepare. Make the most of the Easter break by using this time to go over all of the content you’ve studied throughout the year, and to practise how you will answer exam questions. Of course, also use the break to relax, but don’t forget that it is also a great time to catch up or get ahead on work.

2. Be aware of how you’re going to be examined

Exams run differently in different subjects and modules, so don’t assume that every exam will be the same. They also often differ from coursework in style, length and criteria, so it’s important to be aware of how this might change the way you revise. Make sure you’re adapting your revision techniques to this, and that you read through different example questions to get an understanding of how the exam will look on the day. Also, if you do any wild modules, it’s important to consider how different schools mark and examine as this could be very different from what you’re used to! See the Guidance for Online Exams 2022.

3. It’s never too late to start

The run up to exams can often feel overwhelming for students, and it can be tempting to keep putting off your revision. However, it’s important to start as soon as possible, as any extra time you can put towards exam preparation will help you! If you’ve found yourself in a position where you feel it’s too late to start, DON’T GIVE UP! Start now as it’s never too late to get some extra practice in, and it really will help you when you’re under the pressure of an exam. Check out the Planning, Revision and Preparation for Online Exams webpage for lots of advice to help you get prepared.

4. Make efficient use of your resources

As most exams are online, this often means that you are allowed to use your notes and textbooks (but please check for each individual exam before assuming this). However, don’t let this become a safety blanket to ignore working hard. Go through your resources before the exam and make note of important quotes, pages and articles that may be relevant later so that you can access them efficiently under timed conditions. This will help you in the actual exam as you won’t be rifling through hundreds of online articles whilst trying to get your answers completed in a short space of time. There are plenty of online resources including time planner templates so you can make your own revision timetable.

5. Try to keep a positive mindset

This is easier said than done, but keeping a positive mindset about exams can really help you to remain confident and do well. Try to remember that exams are simply a way to show what you can do, and that as long as you’re prepared and you try your hardest, there’s nothing more you can do. By keeping a positive mindset, you can really focus on what needs to be done to achieve the grades you want. The Exam Calm website also has tips, resources and events to help you prepare, connect and be calm during the exam period.

We hope these tips help you feel a little more prepared, and that you can use them to impact the way you revise and prepare. Good luck in your exams!

Pool table in the Oasis Lounge

Events roundup: 4-10 April

It’s the last week of the Spring Term! Here’s a roundup of this week’s top student events:

Monday: Aromatherapy workshop and Community Litter Pick

Join an Aromatherapy Workshop at Medway in the Drill Hall Library, 12.00-14.00 on Monday. Relax with essential oils and try making your very own Aromatherapy reed diffuser, room spray or mini air freshener.

Get involved in our Community Litter Pick, meeting outside the Careers and Employability building at 12.30 on Monday. Give back and clean up our public spaces. It’s also a great opportunity to earn Employability Points while getting out in nature. Can’t make it on Monday? There’s also a Community Litter Pick on Wednesday.

Tuesday: Preparation for exams and Medway Social Spaces Celebration – Oasis Lounge 

Starting to think about exams? Come to Templeman Library on Tuesday 13.00-15.00 to get some advice about library resources for revision and to pick up some free fruit and other healthy snacks.

At 15.00 you can join an online Bitesize session from the Student Learning Advisory Service (SLAS) about how to write essays in exams. SLAS provide a wealth of online resources to help you get prepared for your exams.

To celebrate our new social spaces at Medway, we’re holding a celebration event in the Oasis Lounge, Rochester building. Catch up with friends before term ends with free food, drink and music.

Wednesday: Inflatable assault course at Library Lawn and live music at The Hook Lounge (Medway)

Grab some friends and head to the Library Lawn for the inflatable assault course and games. It’s a great opportunity to have fun some fun with friends before the end of term.

Following Tuesday’s Medway social space celebration, we’ve got another one in store for you on Wednesday. This time at The Hook Lounge in the Clocktower building. Come along for free food, drinks and live music!

Thursday: Compassion meditation for postgrad students

Join a guided compassion meditation with other postgrads at 17.00 on Thursday in Cornwallis North West. The meditation has a focus on health, happiness and wellbeing. This is a safe and open space for postgraduate students to join and feel welcome, stay for the hour-long session and for refreshments afterwards.

Sunday: Deadline for Graham-Roger £1000 academic prize

How would you change the world? Sunday is the deadline to enter the Graham Roger Prize. Submissions can take the form of an essay, article, poem, speech or video. A Kent student will win £1000 prize and the runner up will receive a £100 gift voucher, so it’s worth entering!

Browse all student events.

A story of migration: From north India to the West Midlands

This blog post forms part of a series exploring identity, culture and heritage as part of the University of Kent’s South Asian Heritage Week.

By Vanisha Jassal, Senior Lecturer, School of Social Policy, Sociology and Social Research

My story starts – the point at which I am able to recount it anyway – during the 1947 partition which divided my country of origin, India, into two nations: India and Pakistan.  My father, Amar Chand Mahay, was 13 years old; the age my son is today.  Sadly my dad is no longer with us, but he had showered me and my siblings with stories during our childhood, about the struggle he, his 6 siblings and his mum and dad, experienced as they were forced to flee their home and move from what overnight, became Pakistan. The flippancy with which the British Raj demarcated the divisional line between the two countries was narrated to me frequently by uncles and aunties who had all faced similar trauma from this exodus, and images of my extended family’s experience have always stayed with me. I am reminded of them each time I hear of any refugee crisis, as being suffered now by the people of Ukraine.

My day, Amar Chand Mahay, as a young man who migrated to the UK in the 1960s with, I’m sure, new aspirations and dreams.

My dad’s pride in being Indian is engrained in me, and I soaked up the Punjabi and Hindi languages growing up through attending language classes on a Saturday, but mainly through watching hours of Indian cinema. These movies infiltrated our lives with colour, fun, music and dance – they still do. Although our Christmases have always been very British, with a large Turkey (meat and tofu versions!) adorning the dining table, there’s always room to break out into some Bollywood karaoke. The children in our families today, roll their eyes as if to say, ‘here they go again’, but what is beautiful is that they love it too. They may not recall the movies, or even watch any themselves, but they enjoy the rhythms and beats – just as much as we did all those years ago.

I thank my father for instilling in me the capacity to own both one’s culture and that of the country in which you live.  He was very proud to own a British passport, loved shopping in Marks and Spencers and was an active Labour party supporter. He mingled with local politicians and opened the first temple of our faith in the UK. He graduated in English and was one of the few Indian graduates across the West Midlands region to where he migrated in the 1960s.  However, he soon discovered that it was the manual jobs which were plentiful for immigrants and he worked for decades as a factory worker, continuing to engage in scholarly works in his personal time – including studying the ‘Short Oxford Dictionary’ – the title always making my siblings and I laugh as it was anything but short and pretty humongous.

Dad loved being surrounded by his family and is shown here with his twin grandsons, retiring from work to help raise them.  

Looking across the decades, from my father’s first entry to the UK and to my life today, I see experiences which are worlds apart.  However, I am pleased and proud that there is still so much in my life today which remains the same; mainly a strong sense of pride in my own heritage and identity, whilst embracing and being interested in the identities and cultures of all those who come into my life.

I wish I had asked my dad more questions about this major episode and how it shaped his world view and his character. I urge anyone who has, within their family network, members who have experienced significant life events, to be curious about these, enquire more, and document their stories. Luckily for me, my dad was a wonderful storyteller, and he and his younger brother, the last surviving member of that family of nine, would sit all of us children down and tell us about how their parents had to rebuild their life in a new village; how difficult it was to just cook the daily meals; how tirelessly the women and men worked to survive.

A most wonderful recent memory is my husband and I arriving home to find my 16 year old daughter and her two friends blasting Hindi music from her room. An utter delight. Her generation embraces Britishness more than mine did – simply because it is easier to do so growing up being a person of colour today.  However, what is lovely for me is that my children also continue to engage with their Indian heritage – the fashion, the food, the ceremonies – simply because it is so rich and offers them such a strong foundation upon which to build their own lives.

This blog post forms part of a series exploring identity, culture and heritage as part of the University of Kent’s South Asian Heritage Week. This week runs from the 28 March -1 April 2022 and invites exploration of the identities, history and heritage of British South Asians.

For more events and activities please see Kent Union’s South Asian Heritage Week website.

My Cultural Self: Reflections on my British and Sri Lankan upbringing

This blog post forms part of a series exploring identity, culture and heritage as part of the University of Kent’s South Asian Heritage Week.

By Anne Alwis, Senior Lecturer in Classical and Archaeological Studies

When I was six weeks old and my sister was 11, our family emigrated from Sri Lanka to England. Ethnic conflict between the minority Tamil and the majority Sinhalese populations had been flaring for decades. In 1974, my mother, a Tamil Christian, and my father, a Sinhalese Buddhist, sat under a banyan tree and made the momentous decision to leave their country. Casting horoscopes and palm readings were part of their inherited culture and they recalled that a palm reader had told my father that he would have another child and emigrate. They had politely thanked him and afterwards, laughed, reflecting on the waste of money. My sister was ten, they had no plans for another child, and they were happy.

But now, a year later, the situation had changed. I had indeed unexpectedly arrived. Moreover, conflict was escalating and they were afraid. Although their love marriage had always been controversial given their divisive backgrounds, real danger now lurked. My father, who was a Station Master in the age of the steam train, was being escorted home every night by an armed guard for protection. So, they decided on England, where two of my mother’s sisters had lived since the 1960s. Sri Lanka had been occupied by the Portuguese, the Dutch, and the British but it was the latter who arguably made the most impact, probably because they were the most recent colonists and had settled the longest (from 1818-1948). My parents viewed England with complex feelings; respect and resentment intertwined in a comfortable alliance. My father could resent the ‘Britishers’, as he called them, yet I am partly named after Princess Anne.

I entered England as an infant smuggler. At Colombo airport, the guards ordered my mother to remove her gold bangles and give them to her brother who was saying goodbye. My resourceful uncle asked to give me one more hug. As he embraced me, he slipped the bangles into my blanket. With one last kiss, he passed me back to my mother and we all entered England safely. My father was 50 and my mother was 38.

Our first home was with aunt Grace, my mother’s youngest sister, who then lived in Frimley. Our two Surrey years were particularly fraught for my sister because she experienced her first, but unfortunately not her last, encounters with racism. Apart from my aunt, we were the only Asians in the neighbourhood. My sister then spoke English with an accent (she is trilingual in Sinhalese, Tamil, and English), and her name is Nalini, which was unpronounceable in those days. Strangers rubbing her skin to see if the brown would come off was the least of her traumas. Another issue were my father’s names: Kadigamuwa Giragamage. He became George. My mother had no problem because her Hindu ancestors were converted by missionaries a generation earlier. Consequently, she and her siblings have the most Methodist names possible: Florence, Wesley, Kingsley, Violet and Grace.

Nursing was the only career available to my parents at that time. After they had left school at 18, they had no relevant UK qualifications. My mother had been a housewife. Because the jobs were in London, and aunt Violet lived in Tooting Broadway, that was our next destination and the place I think of as home. If I had to describe myself, ‘South Londoner’ would be my instinctive first choice. From when I was two until I was four, we lived in a cramped room in aunt Violet’s house. The room was so small that my sister had to sleep on a camp bed in my aunt and uncle’s room whilst I nestled between my parents in their bed.

Living in one room was obviously not ideal and my parents saved hard. Eventually, they were able to rent nursing quarters for a reduced rate at St Benedicts, in Tooting, our first real home. Thanks to my parents’ frugal lifestyle, we bought our first house when I was about 6 and we moved to our final home when I was 8. Our last move was dictated by more racial bullying – stones were being thrown at my sister’s bedroom window.

It transpired that my mother was a born nurse but my father absolutely hated the job. He had loved being a Station Master. However, to support our family, he had no choice. He detested it all his life but, as a very decent and hardworking man, he never took his frustrations out on us, and looking back, I am amazed. All their lives they worked opposite shifts so that someone could be at home with me and my sister, which meant that since we ate as a family, most nights, we had supper around 9 pm. My father, who loved food, learned to cook and it became his main hobby: food shopping in Tooting at the local market and halal shops, cooking – always cooking – borrowing recipe books from Tooting Library, and spending endless hours copying and annotating recipes. Today, I have 16 A4 folders of his opus in my office.

My sister went to the local comprehensive and was effectively miserable for years until she could leave school. Racist bulling was part of her everyday experience but she never told our parents. She felt they would be unable to help and they were always working or looking after me. I, on the other hand, was part of the next generation, which was increasingly diverse. Whilst I had my share of racism – typically being called the ‘P’ word, for example – it happened far less often to me, probably because I grew up in a more mixed environment, with friends from India, Jamaica, Pakistan, the Caribbean, China and Cyprus – Christian, Sikh, Hindu, and Muslim alike – so diversity was my norm.

My parents were very anxious people, endlessly worrying that something ‘bad’ could, or would, happen to us: ‘be careful’ was the mantra of my childhood. But I don’t know if this was naturally part of their characters (both their mothers had died when they were young), a result of their moving, or both. In addition, politeness and obedience were qualities that were ingrained in them, and us, culturally. But most importantly for them, as immigrants, and indeed, as Sri Lankans, my parents’ focus lay on education, working hard, and achievement, which meant high marks. For them, as for many immigrants, these were the only ways by which security and success could be measured. Distraction from schoolwork was strictly frowned upon so my sister and I were not allowed to socialise with friends unless it was our birthday. It was also practically difficult to do so since we did not have a car. My parents wouldn’t let us travel by ourselves in case something bad happened, nor did they themselves have much free time to take us anywhere since they worked so hard to obtain financial security.

Our main social circle was our UK family. Particularly memorable were our boisterous get-togethers for birthdays and Christmases, with a very small group of family friends, all of whom were Sri Lankan Tamils. Every Sunday, my mother would also take us to the local church. Unknown to her, most nights my father would get me to pray to his statue of Lord Buddha.

So how does our story end? My parents emigrated, as millions do, to give their family a better chance in life, and they succeeded. They were genuinely very happily married for 49 years. My sister became a high-flying tax accountant in the City and married a Malaysian Hindu. They have two children. I got a PhD in Classics and am now a lecturer. I eventually married a lapsed Catholic from Argentina and we have one daughter. What my parents wanted for us – their versions of security and happiness – did happen; “touchwood”, as they would say.

 

This blog post forms part of a series exploring identity, culture and heritage as part of the University of Kent’s South Asian Heritage Week. This week runs from the 28 March -1 April 2022 and invites exploration of the identities, history and heritage of British South Asians.

For more events and activities please see Kent Union’s South Asian Heritage Week website.

Sustainability achievement: ISO14001 re-certification

We are celebrating recertification to ISO14001:2015 standard following a successful external surveillance audit by Socotec on our Environmental Management System (EMS).

What is ISO14001 certification?

ISO14001 is the international standard for environmental management recognised by governing and funding bodies and achieving and keeping certification to the standard further demonstrates the commitment and leadership for environmental sustainability which exists at the University. The University has held the standard since 2012.

How is ISO14001 certification audited?

The audit took place both on campus and virtually across 6 days in December and involved talking to staff across the university, inspecting key locations, reviewing our environmental policies, strategies, procedures; and assessing our progress against environmental targets and objectives.

The auditor praised the University, and in particular the staff, commenting that Each member of the university staff that I spoke with during the audit demonstrated a high level of knowledge of environmental management and their role in supporting the university’s environmental objectives“.

Why does this matter?

The Environmental Management System (EMS) covers all of our UK operations, and therefore is at the heart of embedding environmental improvements across the University.  It offers a systematic and transparent way of managing our environmental objectives and targets, reducing our impacts and ensuring compliance against environmental legislation.

The EMS is one of the key ways in which the University will deliver against the strategic objectives of the Sustainability Strategy published in October 2021.

Recognition and thanks go to all the staff involved in the audit process who took time to speak to our auditor and who have contributed to the continual improvement of the University’s environmental performance. Find out more about our Environmental Management System.

For more information please contact Catherine Morris, Sustainability Manager c.morris@kent.ac.uk.

transgender flag

Trans inclusion and support at Kent

What does it mean to be Transgender or Trans? 

Transgender, or Trans, is as an umbrella term to describe people whose gender is not the same as, or does not sit comfortably with, the sex they were assigned at birth. Someone who is trans may identify as (not limited to) transgender, non-binary, or genderqueer. 

Support for trans students at Kent

There is a Trans Support Group in Canterbury that meets twice a month. It is open to trans, intersex and non-binary people at Kent. The group is run by trans/non-binary people for trans/non-binary people. Family and partners are welcome.

We have gender neutral toilet facilities across our campuses, and these facilities will increase as building improvements and construction takes place.

Student Support and Wellbeing offer mental health support, counselling and peer support groups to all students and have an advisor with specialist LGBTQ+ support knowledge. You can also check out our LGBTQ+ self-help resource section online.

You can also update your gender and preferred name (which shows on your Microsoft Teams account)  on KentVision.

How can you be a good ally to trans people? 

Cisgender, or Cis, describes someone whose gender identity is the same as the sex they were assigned to at birth.  

There are lots of simple ways you can become a better ally and show support to trans colleagues, such as: 

  • Updating your pronouns on your email signature, Zoom screen and Teams profile. Include a link to a website such as mypronouns.org for people to find out more. 
  • Wear one of our new Rainbow lanyards. These are designed around the ‘Inclusion Flag’ which incorporates the Pride rainbow flag with pink, blue, brown and black, representing the trans community and people of colour within the LGBT+ community.  
  • Familiarise yourself with policies, guidance and terminology. 

Here are more ways you can be a good ally

LGBTQ+ student groups at Kent

The LGBTQ+ Student Network acts as a voice for LGBTQ+ students to both the University and the Students’ Union and helps to ensure informed decisions are made on a practical and strategic level as well as planning events and networking opportunities for students. Email the Student Network if you are interested in joining.

You can also join the student LGBTQ+ Society at Canterbury and the Medway LGBTQ Society, a safe space for students of marginalised gender identities and sexualities to socialise and meet other like-minded individuals. Make friends and develop your support network.

transgender flag

Transgender Day of Visibility – support and allyship for trans students

International Transgender Day of Visibility (TDOV) is an annual event on March 31 dedicated to celebrating transgender people and raising awareness of discrimination faced by transgender people worldwide, as well as a celebration of their contributions to society. 

Read our Staff LGBT+ Network’s joint statement on Trans Inclusion and Support.

What does it mean to be Transgender? 

Transgender, or Trans, is as an umbrella term to describe people whose gender is not the same as, or does not sit comfortably with, the sex they were assigned at birth. Someone who is trans may identify as (not limited to) transgender, non-binary, or genderqueer. 

Support for trans students at Kent 

There is a Trans Support Group in Canterbury that meets twice a month. It is open to trans, intersex and non-binary people at Kent. The group is run by trans/non-binary people for trans/non-binary people. Family and partners are welcome.  

We have gender neutral toilet facilities across our campuses, and these facilities will increase as building improvements and construction takes place.  

Student Support and Wellbeingoffer mental health support, counselling and peer support groups to all students and have an advisor with specialist LGBTQ+ support knowledge. You can also check out our LGBTQ+ self-help resource section online. 

You can also update your gender and preferred name (which shows on your Microsoft Teams account)  on KentVision.

How can you be a good ally to trans people? 

Cisgender, or Cis, describes someone whose gender identity is the same as the sex they were assigned to at birth.  

There are lots of simple ways you can become a better ally and show support to trans people, such as: 

  • Updating your pronouns on your email signature, Teams profile and social media profile. Include a link to a website such as mypronouns.org for people to find out more. 
  • Wear one of our new Rainbow lanyards. These are designed around the ‘Inclusion Flag’ which incorporates the Pride rainbow flag with pink, blue, brown and black, representing the trans community and people of colour within the LGBTQ+ community.  
  • Tweet your support using #TDOV2022 and tagging @UniKent, @ukclgbtq and @Medwaylgbtq. 
  • Familiarise yourself with policies, guidance and terminology. 

Here are more ways you can be a good ally 

Study into the Experience of Transgender Students in Higher Education 

Lynne Regan from Student Support and Wellbeing, recently gave multiple talks about her research on the Experience of Transgender Students in Higher Education, including a presentation to members of the Executive Group 

You can watch the recording and view the PowerPoint slides to learn more about Lynne’s findings and her suggestions for what we can do at Kent to improve the experience of our trans students.  

LGBTQ+ student groups at Kent 

The LGBTQ+ Student Networkacts as a voice for LGBTQ+ students to both the University and the Students’ Union and helps to ensure informed decisions are made on a practical and strategic level as well as planning events and networking opportunities for students. Email the Student Networkif you are interested in joining. 

You can also join the student LGBTQ+ Societyat Canterbury and the Medway LGBTQ Society, a safe space for students of marginalised gender identities and sexualities to socialise and meet other like-minded individuals. Make friends and develop your support network.