We have put together a couple of examples of the sorts of reflections you will be asked to produce during the Edinburgh Award process.
Example for reflection on one of the three skills/abilities selected for development during the Award
During the Edinburgh Award I wanted to develop my ability to negotiate as a class rep - something I had little experience of and would help me be a more effective rep.
In the Staff-Student Liaison Committee students had raised the need for more support for first and second years, but we had little progress. I decided to set up a meeting with the School’s Director of Undergraduate Studies. During the meeting the Director explained some of the current staffing and resource constraints. I suggested a peer-assisted learning scheme used by other Schools, and then raised this with the other reps and some senior students. While initially resistant, I explained the situation and how this would benefit both the early year students (through the support given), and the senior students (through increasing their employability).
Result & Learning
We’re now trialling the scheme. Discussing the situation with the Director, I realised our lack of progress wasn’t due to disinterest - I could understand the different issues involved and identify a possible solution keeping everyone happy. I’ve learnt the importance of digging deeper and understanding the various agendas involved, considering the issue from all sides. This helped when negotiating with my fellow students too.
Example for reflection on the impact on others
During the Edinburgh Award I was a class representative, working to improve the situation for students in my School, and trying to develop my negotiation, research and interpersonal skills.
As a class representative, I negotiated a new peer-assisted learning scheme, liaised with other representatives that I didn’t know and researched what other Schools provide. (See individual reflections on each skill area for more details.)
Result & Learning
These activities helped develop my own skills, but they also had an impact for my fellow students and the School. As a result of the above, a peer-assisted learning scheme is being trialled - first years are already saying how useful it is and senior students are really enjoying the responsibility. There’s also a better atmosphere in the Staff-Student Liaison Committee - more appreciation of how the students can help the School but also of some challenges the School faces. There are better links between the class reps and people realise how much the School already provides for us in comparison with elsewhere.