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Resources:
This section just gives you some quick tips to carrying out your role as a Class Representative. Here you will find advice regarding:
- Tasks for a Class Rep
- Communicating with your course colleagues
- Committee and Meeting skills
The tasks that course representatives should undertake
Task I: Identify yourself to the group of students you represent
Why? So that students are aware that there is a course representative system, that you are their representative and if they have issues (positive and negative) they should give their feedback to you.
How? As Course Reps should be elected just before or after a lecture must people will know who you are. In any event it does no harm to introduce yourself in classes as the course representative just in case someone was absent. Make use of Posters/notice boards/ emails, chatting a coffee breaks etc to get the word out!
Task 2: Attend Students’ Union training and meetings
Why? So that you can find out about what you are meant to be doing and how to go about it. The Students ’Union will hold training and meetings so please attend as they will provide more information about your experiences as a student.
How? Keep a look out on the UUSU website for details of training and events – you should receive emails alerting you to up and coming training and meetings. Failing that you can contact the Student Representation & Development Co-ordinator.
Task 3: To keep an eye on the stated aims and objectives of your course
Why? To ensure that you and your course colleagues receive quality teaching and that the stated aims and objectives of your course are being addressed.
How? Ask your course colleagues to provide you with feedback which you can then communicate to your Course Directors. They will be grateful to learn if their teaching/the course is meeting expectations, and if not how this can be addressed.
Task 4: Identify student issues and needs
Why? As mentioned above the role of the course rep is to provide the Faculty with information that is representative of the entire student body on the course not merely individual opinions.
How? A series of suggestions can be found in the resources section, entitled “Effective Communication with your course colleagues”, as to how you might identify the issues and needs of students on your course. It’s all about communication! Remember the sooner you start communicating with class colleagues the more information you will gather.
Task 5: Represent the views of class colleagues even when you don’t personally agree with them
Why? In life we may find ourselves in minorities – some of us more than others. When representing the views of the entire course cohort it is likely that on some issues you will be in a minority. Unfortunately it’s your job is to represent the views of the majority.
How? If it is clear that a number of students have an issue or concern about the course or are experiencing aspects of the course differently to you then find out why. If it is an issue that you don’t believe in, that needs to be raised at a meeting (or informally) then it may help to take notes.
Task 6: Attend and actively participate in the Staff-Student Consultative Committee meetings
Why? Without course representatives attending and participating in Staff-Student Consultative Committee meetings there is no point in having them, other than to tick a box. The harsh reality is that academic staff have many other demands on their time – so making the meeting worth their while will be appreciated! Plus why waste your time – Students have time constraints too!
How? Try and find out as soon as possible when the meetings are scheduled (Your School Office will have details) and keep that time free. If it really is impossible for you to attend then speak to the chair beforehand about getting the agenda and papers early so you can provide written comment on them.
Task 7: Liaise with your Students’ Union and attend information exchange meetings
Why? Your Students’ Union can only identify issues that are affecting different Faculties if you tell them what they are, however, bear in mind that it may be that these are issues where the senior management of the University needs to take action. The Students’ Union will provide student representation through the sabbatical officers, who sit on the major University committees and will therefore be able to raise these issues on your behalf.
How? The Students’ Union/Course Rep information exchange meetings are a good mechanism by which you can ensure the UUSU are aware of what’s going on in your course. Alternatively you can contact the Sabbatical Officers in person or by e-mail about the issues raised in the Staff-Student Consultative Committee.
Task 8: Work in partnership with other representatives on issues of joint concern
Why? There are potentially 350+ Course Reps based across the 4 campuses. Working with the other representatives will allow you to make your case more effectively – remember if there is an issue you have in common the more individuals pressing for change means it is more likely to happen.
How? Arrange to meet other course reps on a regular basis, if this is not possible then perhaps meet a few days before or even in the hour before the Staff-Student Consultative Committee to discuss the major issues you wish to raise. Or you can use the online discussion forum on the Students’ Union website.
Task 9: Help to ensure that the student perspective is considered in all decisions
Why? Remember as a student you are the expert on the student experience on your course or in your Faculty, consult with your course colleagues and give feedback to the academic staff.
How? If a major decision is being taken which you feel that there should be greater student involvement in, don’t be afraid to say that and ask the Faculty what it can do to consult with more students. Equally, if you feel you should be involved in decisions which you are currently not then don’t be afraid to suggest this.
Task 10: To refer major issues and individual cases to the SU Sabbatical Officers (i.e. academic appeals or welfare issues) or Student Support Services
Why? As a Course Rep there are some issues (namely, personal, disciplinary, disputes & appeal matters) that you should not become involved with, only because you have a limited amount of time and there are other services available that have a core duty to provide guidance, support and advice.
How? If you are approached with such an issue please refer the person to the appropriate service. If you are in doubt about making a referral please contact the Students’ Union who will do so on your behalf.
Task 11: Provide feedback to your class colleagues on the outcomes of meetings you attend
Why? So that you can check that class colleagues are happy with the outcomes of the meeting – if they are not then you can go back to the Faculty or members of the academic staff and sort out the confusion. Reporting back also means that other students will see the value of the course representative system and see that it can improve the student learning experience.
How? A number of suggested methods of communicating with course colleagues are detailed in the resource section entitled “Effective Communication with your course colleagues”.
“Effective Communication with your course colleagues”
Ask your Course Director /lecturer to give you a few minutes at the start or the end of a class so you can explain what a course representative does and how students can contact their course rep
Put up posters around your department or publicise your e-mail address
At the beginning of a class give everyone a small sheet of paper and ask them to write one thing they think is going well about the course and one thing they think could be going better about the course. At the end of the class collect all the sheets of paper; then feedback findings to the SSCC and UUSU.
Ask the Faculty whether it would be possible to have a notice board somewhere prominent in the department so students can leave (anonymous) comments about the course. Remember to check this regularly, and it will help others to make comments if you acknowledge on the notice board that you have read the comments and taken them on board. It might be a good idea to place two or three comments on the board to get people started!
Use the interactive discussion forum on the SU website
Some Faculties can provide a pigeon hole for the course representative so that students can leave messages or comments there for their course reps;
Some course reps hold ‘surgeries’ where students can drop by somewhere conveniently to speak about issues they have faced – usually such surgeries are success full if well-publicised, and if held after a class;
You could hold an ‘open discussion’ after a class somewhere like the refectory, the week before a course meeting. This will work better if you have managed to get the agenda from the Faculty beforehand so you will be able to discuss with classmates the issues that the Faculty want discussed as well as what issues you should raise;
At the beginning of a class give everyone a small sheet of paper and ask them to write one thing they think is going well about the course and one thing they think could be going better about the course. At the end of the class collect all the sheets of paper; then feedback findings to the SSCC and UUSU.
Ask the Faculty whether it would be possible to have a notice board somewhere prominent in the department so students can leave (anonymous) comments about the course. Remember to check this regularly, and it will help others to make comments if you acknowledge on the notice board that you have read the comments and taken them on board. It might be a good idea to place two or three comments on the board to get people started!
Use the interactive discussion forum on the SU website
Some Faculties can provide a pigeon hole for the course representative so that students can leave messages or comments there for their course reps;
Some course reps hold ‘surgeries’ where students can drop by somewhere conveniently to speak about issues they have faced – usually such surgeries are success full if well-publicised, and if held after a class;
You could hold an ‘open discussion’ after a class somewhere like the refectory, the week before a course meeting. This will work better if you have managed to get the agenda from the Faculty beforehand so you will be able to discuss with classmates the issues that the Faculty want discussed as well as what issues you should raise;
Don’t underestimate the potential of coffee-breaks and chats before and after classes or class nights out as opportunities to discuss issues that students may have. It is only natural that issues about your course will crop up, it is one of the things you have in common. Remember the best to discover views of your class colleagues is to be accessible and encourage them to approach you. Listening skills are very important, try not to interrupt people when they are talking to you. Make notes and then ask for clarification of anything you don’t understand.
Thinking through issues
Whilst speaking to your course colleagues you will become aware of aspects of your course that are perceived as negative or positive by others but not necessarily by you.
It is important when passing on this information to the Faculty academic staff that you are able to give them information which is useful and evidenced. This often means providing more than a simple list of strengths and weaknesses about a course.
The following questions will assist you in collecting more information.
Get the Evidence
What is the issue? Try and spell out as simply as possible what is wrong or right about the course.
Why is this an issue? It affects teaching quality through…; or impacts on the ability to learn because…
How do you know it’s an issue? Complaints/comments have been made, students have spoken to you (here you are attempting to provide evidence for what you are saying).
Where is this an issue? In one module/ programme/ year/ the whole faculty/ University/regional or national.
Who does the issue affect? Different year groups, undergraduates, taught and/or research postgraduates, males, females, home or international students, mature students, campus-based students...
When is it an issue? Should the course or faculty be aware of deadlines or timescales around the issue which may impact upon it?
Assess the situation
Most people don’t remember information in a logical or chronological order, so it will be up to you to determine the key issues and order events. Once you have ordered this information confirm with class colleagues what you understand to be the crux of the matter and the key issues around it. Ask if they are in agreement, if not; get them to re-clarify the issues until you understand clearly.
Identify Objectives
Ask your course colleagues what they hope to achieve by raising an issue and what their preferred outcome would be. This will assist you in determining the most appropriate course of action.
Develop a Strategy
Agree objectives with your course colleagues, deciding what action is to be taken and by whom. Always set timescales.
In terms of developing a strategy you should consider:
Should the person/issue be referred elsewhere?
- Is it something you can take up informally with academic staff or should the issue be taken to the Staff Student Consultative Committee (SSCC)?
- If you need to raise it at the SSCC will you need to submit a paper?
- Is it something that needs to be raised by the Students’ Union Sabbatical Officers?
- Do you need support, advice and/or representation from the Students’ Union?
- Is it urgent or can it wait until the next SSCC?
Provide Feedback
Remember it is important to keep your course colleagues and the Students’ Union informed of any progress, updates or issues. It can be frustrating if the feedback and communication cycle is broken, as people will become disheartened and alienated from the Course Rep System, making your job more difficult.
Committee and Meeting Skills
Rules and Regulations for Committee Meetings
Committee meetings usually follow rules and procedures. These can vary from committee to committee. Here is an example of a typical Agenda from a Staff/Student Consultative Committee:
1. Agenda
This is a list of topics to be discussed.
An agenda is circulated 5 to 7 days before the meeting. Contact the committee secretary if you have queries about the agenda.
2. Welcome and Apologies
Welcome all attendees and record in the minutes the people who have said they cannot make the meeting.
3. Minutes of the last meeting
This is an important check to make sure decisions that were taken at the previous meeting have been recorded accurately. This part of the meeting can be used to correct any errors or omissions, but not to discuss items again.
4. Matters Arising from the minutes of the last meeting.
This is where issues that were discussed at the last meeting that do not appear elsewhere on the agenda. They should be used for updates and progress chasing.
5. Teaching and Learning Issues
These issues can be quite wide ranging. They can include issues concerning the delivery of the course and its materials, e.g. whether the Module Outline, the Module Handbook or anything to do with the organisation of the modules are an accurate reflection of what is taught and carried out.
6. Assessment Issues
Relates to matters concerning assessments, whether assessments from different modules occur at the same time, if insufficient feedback was given for course work or if there were problems during the exams.
7. Studies Advice
Relates to matters which are going to happen in the future and usually comprise of information sharing with no decision making at this stage.
8. Any Other Business (AOB)
Often a dumping ground for people who have not got their act together to put an item on the agenda! So any item or issue not covered in the meeting can be raised here. It can be:
• A general query
• An emergency that has arisen since the agenda has been published
• A point of information about a forthcoming event
*IMPORTANT*
Do not raise important or controversial issues at AOB. Put these on the agenda as a separate item or under Matters Arising.
Participation in Committee Meetings
It has taken many years to promote, establish and defend student representation on University committees, so your participation and contribution as a Course Rep in meetings is crucial.
So bear in mind these helpful hints:
• Try and meet other reps beforehand to gauge their reaction to issues on the agenda, or if there is a contentious issue plan a response.
• Remember that you are not on the committee as an individual but are representing students from your course.
• Check with other course reps about any ambiguous / controversial/ confusing items.
• If you have any doubts, do not be afraid to ask for clarification from the Chair.
• Sit where the Chair can see you.
• If you agree with something say so.
• Be positive.
• Be ready to listen to others.
• Consider new/other ideas.
• Be helpful in finding a solution.
• Be constructive
• Sit next to any allies you may have.
• Ask questions.
• Always make notes.
Resources
