Introductory Level Class Rep Training Name of student

Introductory Level Class Rep Training Name of student trainer Adapted from materials developed by sparqs (student partnerships in quality Scotland) © 2016 sparqs is a Scottish Charitable Incorporated Organisation. Registration number SC 046172 In consultation with

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Learning outcomes for today Develop your understanding of the class rep role and describe the work involved in being a class rep. Discuss the student learning experience and explore how you can use it to assist you in your work as a class rep. Develop some of the skills you will use as a class rep. Discuss what support is available to class reps.

National Student Engagement Programme – Our Aims Strengthening the value placed on student engagement Developing the leadership capabilities of students across Ireland Supporting institutions and staff across the sector to foster a culture of partnership

Include quote or picture of your choice that explains why you think student engagement/class reps are important {OPTIONAL}

Exercise 1 - Group introductions Speaking for about a minute, let your fellow reps know; Who you are. What course you’re doing and something you like about it. Why you wanted to be a rep, how you came to be a rep. What you’d like to get out of today.

Exercise 2 - Your rep role What do you think the purpose of the class rep is? What do you think some of the tasks will be? What skills do you think you will need and develop as a rep? How do you think being a rep will benefit you?

Purpose of a rep To continuously improve the student learning experience in partnership with the institution and students’ unions by helping create solutions to problems. To represent all of your fellow classmates’ views and opinions on all matters relating to learning and teaching. To provide both positive and negative feedback to staff. To act as a communication channel between staff and students.

Class Rep tasks Public speaking Gather student opinion Provide succinct and effective feedback to staff and students Attend meetings Pass issues onto students’ union Relationship building Represent all students with respect Speak to people outside of meetings Develop solutions to issues Contribute to institutional activities

Skills of a rep Communication Organisation Listening Report writing Networking Diplomacy Relationship building Negotiation Reflection Research Presentation Time management / Problem Solving Public Speaking prioritisation

Benefits of being a class rep Contribute towards the quality assurance and enhancement of your institution. Learn new skills. Networking opportunities. Make a difference. Background for future representational roles. Looks good on your Curriculum Vitae/Résumé.

Why is representation important? Improved learning experience Dialogue with staff Student views You are an expert on your learning experience

Exercise 3 - Your course of study… In pairs or small groups, discuss the following questions: What one thing do you like most about your course? What would you most like to change or improve about your course? Write this down on a post-it note for use later!

The Student Learning Experience

Curriculum This describes the content of the course. Are the learning objectives clearly stated? Are the learning objectives being followed? Is the learning relevant to what you want to do?

Learning Resources Staff, text books, equipment, tools and appropriate clothing. Classrooms, labs, lecture theatres, IT, VLE resources, libraries.

Learning and Teaching Process How students are taught and how they learn. The range of teaching methods that are used? Is it the right method for the type of course? Is it accessible?

Assessment and Feedback Are assessments spaced out well? Are they the right kind of assessments for the type of module/unit/course? What kind of feedback is given? Is it of good enough quality? Does feedback help you see where and how you need to improve?

Student Progression and Achievement Is it clear what is needed to progress from year to year? Will your qualification get you to where you want to go or what you want to achieve?

Guidance and Support This is about academic guidance and support. Student support staff are equipped to deal with broader support issues. You have to be clear where your responsibility ends and where Student Support Services steps in.

Quality Enhancement and Assurance Processes and procedures to improve the learning experience. They are part of your institutional structures. A culture of meeting and surpassing standards. Class Reps form part of the quality systems and processes in their institutions.

Exercise 4 – using the SLE Take the post-it note which contains the element of your course that you would like to improve and stick it on the Student Learning Experience Diagram on the heading that you think it best fits. Now add any additional post-it notes that you have thought about now that you have considered the SLE.

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The Class Rep Cycle Feedback (to students) Identify the issue (by gathering student opinion) Develop & implement the solution (or at least try to)

Exercise 5 – Gathering student opinion Think back to exercise 3 and look at the answers given about what you liked most about your course and what you would like to change. In your groups write down how you would find out from your fellow classmates about whether or not they agree/disagree with these opinions.

Gathering student opinion Discussion in class Class Meeting Emails Online spaces: Facebook – Twitter – Virtual Learning Environments (VLE) such as Moodle/Blackboard. – Surveys Post it notes in tutorials Comment boxes

The A, B, C, D of Effective Feedback

A is for accuracy When we comment on the learning experience we should be specific, and provide evidence for what we’re saying. Avoid sweeping generalisations or emotional language. Where possible include information about the scale of the issue – percentage of students affected, or sheer number – to add weight to your argument. Doing so shows you have accurately researched the issue to find out how it’s affecting students.

B is for balanced We shouldn’t only pass on negative comments to staff, even if that’s mostly what we’re hearing from students. We might see that staff have been trying hard but it hasn’t helped, or isn’t helping in the right ways – make sure not to be one-sided or biased in any particular direction. Having a balanced perspective will help your work no-end and it’s critical for working with everyone connected to learning.

C is for Constructive We are not just here to identify the problems, we’re also here to help find a solution too. If we raise an issue, we should make a suggestion at the same time or ask for help in putting one together. As class reps our job is to help facilitate solutions – not just to criticise. Being negative, or unbalanced, or inaccurate only makes it easier for people to ignore what we’re saying, even if it’s valid.

D is for depersonalised Even if students think that a member of staff has done something wrong, reps shouldn’t make personal comments. Don’t comment on a specific member of staff directly, talk instead about the impact on your learning experience. Remember as well that people are always working within larger systems and you may not always have the full picture – sometimes a person’s professional failing is seen elsewhere and is a systemic problem.

Exercise 6 – Using the ABCD Take one of the issues raised in the SLE exercise. If you wanted to begin to tackle this how would you talk about the issue using ABCD

Making change happen Opportunity Attendance Engagement

Exercise 7 - Attending student-staff meetings Think about what you would do: Before you to go to the meeting? During the meeting? After the meeting?

Before a meeting Where and when is the meeting going to take place? Find out what your classmates think about their learning experience. Is there anything you want to put on the agenda? Get in touch with the Chair/Secretary. Read any of the papers that have been sent around, including the previous meetings minutes. Speak to other class reps.

During a meeting Always be on time, if you are going to be late let the Chair/Secretary know before the meeting. Be prepared to take notes if necessary. Remember the A, B, C and D of effective feedback. Ask questions if you do not understand anything. Support other class reps in the meeting.

After a meeting Report back to your classmates. Check the minutes. Do anything you have been asked to do. Follow up any areas of concern. Did you achieve what you wanted to achieve? If not what are you going to do about it?

Closing the feedback loop Don’t forget to Feedback what you have achieved!! Feedback Identify the issue Develop & implement the solution

Closing the feedback loop Report back directly to the class. Emails. Face to face chats. Surveys. Online spaces: Facebook. – Twitter. – Virtual Learning Environments. –

Learning outcomes for today ü Develop your understanding of the class rep role and describe the work involved in being a class rep. ü Discuss the student learning experience and explore how you can use it to assist you in your work as a class rep. ü Develop some of the skills you will use as a class rep. ü Discuss what support is available to class reps.

Support available to you Students’ Union Institutional In consultation with

Support available to you NSt. EP – www. studentengagement. ie @NSt. EPie Union of Students Ireland - www. usi. ie @the. USI Online training resources are available via www. sparqs. ac. uk Higher Education Authority - www. hea. ie @hea_irl Quality and Qualifications Ireland – www. qqi. ie @qqi_connect In consultation with

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