Course Rep Training Workshop Please adjust your display

Course Rep Training Workshop Please adjust your display to: usual name and course (plus preferred pronouns if you wish). Briefly unmute microphone and tell us you are here. If we cannot hear you, adjust your audio settings or use a headset with a microphone. Please complete the pre-course survey – the link is in the chatbox. Also in the chat box, type your name and one thing you like about your course. Fetch a drink, snack, pen and notebook/paper. We will start at [state time]. @sparqs_scotland

Course Rep Training Part 2 – Workshop Reps: Trainers: Please adjust your display with name and course, plus preferred pronouns if you wish: Trainer name Ranjan, Catering @sparqs_scotland

Course Rep Training Workshop • This is Part 2 • Resources for reps • Evaluations @sparqs_scotland

The Course Rep Cycle Reporting back Gathering feedback Acting on feedback @sparqs_scotland

The Course Rep Cycle Informing students on the outcomes Reporting back Gathering feedback Acting on feedback Communicating views and finding solutions @sparqs_scotland Collecting student views and opinions

Workshop Aims To help reps deepen their understanding of… 1 2 3 4 5 The role of the course rep. Factors that affect the SLE. Communication with classmates. Partnership with staff. Support and resources. @sparqs_scotland

The Course Rep Purpose Tasks Skills @sparqs_scotland

The Course Rep Cycle Informing students on the outcomes Improved learning experience Reporting back Gathering feedback Acting on feedback Communicating views and finding solutions Partnership @sparqs_scotland Collecting student views and opinions Representation

The Course Rep Cycle Students are experts in their learning experience! @sparqs_scotland

Activity 2 a Discussion Tasks of a course rep ENCOURAGE FEEDBACK SUMMARISE FEEDBACK ATTEND MEETINGS REPORT BACK LIAISE WITH OTHER REPS @sparqs_scotland DEVELOP SOLUTIONS

Activity 2 a (continued) Skills of a course rep Communication Listening Networking Building relationships Reflection Presentation Organisation Writing reports Diplomacy Negotiation Research Time management @sparqs_scotland

Activity 3 a The Student Learning Experience @sparqs_scotland

The Student Learning Experience @sparqs_scotland

The Student Learning Experience 1. Helps reps organise feedback. 2. Which comments are relevant to the rep role? 3. Terminology used in meetings. @sparqs_scotland

Questions relating to the SLE Learning Resources 1. Are the lectures and other learning materials easily accessible? 2. Are you supported to use new technologies for studying online? 3. If you are studying a practical course, do you have access to the resources / tools / materials you need? @sparqs_scotland

Questions relating to the SLE Assessment and Feedback 4. Did you receive clear guidance relating to how assessments would be run during the COVID-19 lockdown? 5. Have you experienced any barriers to engaging in any of your assessments? 6. Do you receive adequate feedback from your assessments? @sparqs_scotland

Activity 3 b The SLE and COVID-19 We will choose an area and will ask volunteers to: 1. Briefly summarise what this SLE area includes. 2. Discuss the impact of COVID-19 on this area. @sparqs_scotland

Any questions so far? then… break @sparqs_scotland

4. 1 Recap. The Course Rep Cycle @sparqs_scotland

Activity 4 a (discussion) Methods of gathering feedback • • • Discussion in class. Emails. Surveys. Post it notes in class. Comment boxes. Online spaces: Facebook, Twitter, Class area in VLE. eg. in Moodle or Blackboard. @sparqs_scotland

Considerations for gathering student feedback Time required and available Likely response rate Representation Language Accessibility Usefulness of data @sparqs_scotland

Activity 4 b. Individual reflection Think of something you would like to change about your course – anything, as long as it is related to the learning experience. Note two methods you could use when gathering the opinions of classmates about this improvement point. 2 mins @sparqs_scotland

Activity 4 c. Acting on feedback When student feedback has helped identify an issue that needs attention, how can reps begin to develop a solution? Continue with the same issue, relating to your course. – What further research could you do? – Where will you take the issue and suggestions? – How could you discuss and then implement a solution? – What is the timescale for the implementation? Developing and implementing solutions. @sparqs_scotland 2 m.

Acting on feedback Some suggested actions that you could take: • Consult with other reps. • Collate student opinions – represent all the views. • Liaise with your staff contact. • Prepare for a meeting. Attend the meeting. Remember REPRESENTATION and PARTNERSHIP. Developing and implementing solutions. @sparqs_scotland

Reporting back to classmates Closing the feedback loop Feeding back to students what has (or hasn’t) changed…and why! Methods Similar methods to gathering views, including: • Group emails. • Speaking directly to the class. • Class VLE space. @sparqs_scotland

Reporting back to classmates Closing the feedback loop Feeding back to students what has (or hasn’t) changed…and why! Considerations • Decide what to report, and to whom. • Choose an appropriate method. • Don’t just feed back on the wins. @sparqs_scotland

The ABCD of effective feedback Recap activity @sparqs_scotland

The ABCD of effective feedback Recap activity @sparqs_scotland

A reminder of the ABCD A. Accurate. Truthful, specific, supported by evidence. B. Balanced. Positive feedback, not just negative. C. Constructive. Can you suggest solutions? D. Diplomatic. Tactful. Avoid blaming individuals. Focus on learning. @sparqs_scotland

Activity 5 a How we use the ABCD 1. We should pass on positive comments to staff, not just criticisms. A. B. C. D. Accurate Balanced Constructive Diplomatic 2. Be specific and provide data and/or evidence. @sparqs_scotland

Activity 5 a How we use the ABCD 3. If we raise an issue, we should make a suggestion or offer help in devising one. A. B. C. D. Accurate Balanced Constructive Diplomatic 4. Avoid sweeping generalisations or emotional language. @sparqs_scotland

Activity 5 a How we use the ABCD 5. As reps, our job is to help facilitate solutions – not to criticise. A. B. C. D. Accurate Balanced Constructive Diplomatic 6. Go for the ball, not the player. (Tackle the issue and not the person). @sparqs_scotland

Activity 5 b Using the ABCD to improve feedback Statement 1 The sociology module is popular and can be very Some students think interesting. Five students that Professor Cornell have requested more variety doesn’t teach very well. in the way it is taught. Is it Her lessons are quite boring – she just reads possible to include a greater variety of learning activities, paragraphs from the rather than just listening to Sociology text book. a lecture? @sparqs_scotland

Activity 5 b Using the ABCD to improve feedback Statement 1 The sociology module is popular and can be very Some students think interesting. Five students that Professor Cornell have requested more variety doesn’t teach very well. in the way it is taught. It is Her lessons are quite boring – she just reads possible to include a greater variety of learning activities, paragraphs from the rather than just listening to Sociology text book. a lecture? @sparqs_scotland

Activity 5 b Using the ABCD to improve feedback Statement 2 We never get assignment feedback on time. After submitting assignments, it is helpful to receive feedback promptly. In the module on 20 th Century Russia, two assignments were returned after four weeks, which exceeds the college policy of two weeks. @sparqs_scotland

Activity 5 b Using the ABCD to improve feedback Statement 2 We never get assignment feedback on time. After submitting assignments, it is helpful to receive feedback promptly. In the module on 20 th Century Russia, two assignments were returned after four weeks, which exceeds the college policy of two weeks. @sparqs_scotland

Activity 5 b Using the ABCD to improve feedback Statement 3 Dr Davis is difficult to understand in online lectures. Her sound keeps breaking up, and she puts too much information on each slide. @sparqs_scotland

Activity 5 b Using the ABCD to improve feedback Statement 4 This is intended to be a vocational course, preparing us for the workplace. At the moment, we are getting lots of theory but with no practical experience alongside. Can we do something about this, please? @sparqs_scotland

Activity 5 c. Individual reflection Think back to Activity 4 b (something you would like to change about your course) Adapt your feedback in the light of these four rules. We are looking for feedback that is accurate, balanced, constructive and diplomatic. 3 mins @sparqs_scotland

Activity 6 a Meetings for reps – your experiences Which meetings will you be asked to attend? Have you already been to any? • Meetings with a lead rep or faculty rep. • Meetings of course reps. • Meetings with individual subject staff. • Student-Staff Liaison Committee, SSLC. We will use microphones for this activity. @sparqs_scotland

Activity 6 b. Actions to take before, during and after the meetings. Type B, D or A (before, during, after) 1 Find out what your classmates think about their learning experience. 2 Take notes and actively participate. 3 Don’t be afraid to ask questions, it’s ok not to understand something. @sparqs_scotland

Activity 6 b. Actions to take before, during and after the meetings. Type B, D or A (before, during, after) 4 Report back to your classmates on any outcomes or decisions made. 5 Read any information that has been circulated, including the previous meeting’s minutes. 6 Check if you have any action points. Carry out any actions you have been asked to do. @sparqs_scotland

Support available to reps • Your students’ association and your institution. • The self-study units are available to you all year and contain reminders of rep principles and practice. • The resource pack contains many similar materials. • Additional training resources are available on the website of sparqs: www. sparqs. ac. uk. • Support is also available from NUS Scotland, the national representative body: www. nus. org. uk. @sparqs_scotland

Your future rep career • Next year, you could consider volunteering for a senior rep role such as lead rep or faculty rep. • Or you could apply to a role as an officer in your students’ association. • In February / March each year, sparqs recruit Associate Trainers (ATs) to train course reps. • Some institutions recruit their own trainers – ask your students’ association. @sparqs_scotland

Activity 7 a. One thing I will remember from this training. What will you remember from this training, to help you in your role as a course rep. Can you share one thing, using the microphone? @sparqs_scotland

Activity 7 a. Recap Gathering feedback The SLE shows relevant areas for reps. Representation – the views of the whole class. Acting on feedback A B C D of Effective Feedback. Partnership – working with staff towards solutions. Reporting back Close the loop. @sparqs_scotland

Review of the workshop aims To help reps deepen their understanding of… 1 2 3 4 5 The role of the course rep. Factors that affect the SLE. Communication with classmates. Partnership with staff. Support and resources. @sparqs_scotland

Activity 7 b: evaluation Please complete our evaluation survey! Thank you! Trainer contact details: name 1 email @sparqs_scotland name 2 email

Any further discussion or questions? Thank you for taking part in the Course Rep Training Workshop! @sparqs_scotland