1. Welcome to the Course Representatives’ Induction 2016-17
Course Rep Induction
Welcome to the Course Representatives’ Induction

2. Welcome Congratulations Introductions
Tom Dixon, UWSU PG Engagement Coordinator
Laura de Courcy, UWSU Research, Representation & Welfare (RRW) Coordinator Cavendish
Ludovica Siniscalchi, UWSU VP Cavendish
Mark Baldwin, UoW Faculty Director of Quality Assurance
All
Intros: Where we’re based and how we can be contacted

3. Purpose of the session
Aims - To learn about, or further develop, the skills and knowledge to be an effective Course Representative
Learning Objectives - After this training session, you should:
Understand your role and responsibilities as a Course Rep
Take steps required to be effective, e.g. preparing for Committee meetings
Be aware of how course reps fit into the University structure
Know the benefits of being a course rep
RRW

4. Ice Breaker
Sabb

5. Networking Bingo Walk around room Match each square with others
5 minutes max..
First to get most square gets a prize!
Sabb
In Groups:
If you could

6. Get to know what you’ll be doing over the coming year
Being a Course Rep
Get to know what you’ll be doing over the coming year

7. Role What is the role of a Course Rep? Responsibilities Accountability
Confidentiality
What makes an effective course rep?
Skills
Activities / Actions
Sabb
In groups? Hand out flip chart paper. Give 3 minutes
Shout out – 2 minutes to share with whole group

8. Responsibilities Promoting role to fellow course students
Identifying students’ views regarding teaching & learning
Collaborating with stakeholders to understand/address
Preparing for/presenting at Course Committees & Course Rep Forums
Attending Course Rep training and key events
Keeping stakeholders informed of decisions, outcomes, etc.
Completing Course Rep reports
* Stakeholders: Students, Sabbs, UWSU staff, academics, other course reps
- Raise both positive and negative
Issues Reps shouldn’t deal with
Academic appeals, MCs, complaints, funding, visas, health, personal
Disputes between individual students and academic staff
These sorts of issues can be complex, time consuming and may require expertise
Signpost/refer student to the UWSU Advice Service and/or UoW Student Affairs.

9. Accountability Students UoW Committees you sit on Your Faculty
The Students’ Union
Other Course Reps
RRW
Students - elected by their peers to represent their views, concerns and initiate change
University - part of the Quality Assurance process
Course Committee + Faculty - views and fieldwork shape learning and teaching
UWSU - provide training and ongoing support so Course Reps can carry out their responsibilities
Other Course Reps - each Rep contributes to a successful student representation system

10. Confidentiality
Information given to a Course Rep should not be disclosed (directly or indirectly) to any third party without the student’s consent.
Written consent is preferred however verbal consent is accepted provided it is made explicit.
As a Course Rep, you must adhere to this policy at all times.
RRW
If unsure what is confidential, or fear for safety of student or anyone else, contact RRW.

11. Course Committees
Students feedback to Course Leaders on matters related to learning and teaching
Part of UoW’s Quality Assurance, which includes course reviews
Typically 1 committee per course, which meets each semester
2-3 reps at each level of study, the chair (usually course leader), academics and library and IT services attend
A formal agenda sent by chair and minutes are taken
See page 15 of Handbook - CRs are part of bigger structure. Sabbs sit on high-level Committees; if you believe your comments need to be heard higher up, please speak to your VP UWSU Sabbatical Team will be able to advise you.
Request chair to add an item to the agenda, or if too late, raise at AOB.
If minutes are sent too late, raise to chair or at AOB.
The University Committees usually decide the policies and strategies to be adopted by the University.
Remit : quite wide, students feedback on:
course operation
curriculum content
learning and teaching assessment
computing and library support
induction
personal tutoring system
School Annual Monitoring – usually an annual process by which the University critically appraises the operation of its courses and its academic programs and ensures that appropriate standards are maintained.
Review – process whereby the quality of a course is critically appraised at intervals by a group including external and internal persons and to confirm that a course remains academically valid and that modules associated with that course continue to meet the University’s requirements.

12. What do course committees deal with?
Issues covered
Issues not covered
Curriculum design and organisation 
Personal problems 
Student progression and academic support (e.g. personal tutoring) 
Academic difficulties of individual students 
Teaching, learning and assessment 
Allegations of unfair/inappropriate treatment 
Learning and resources
Complaints about individual members of staff 
Quality and enhancement 
Curriculum design and content:
Course structure changes (e.g. balance of core and options module)
Course/module content changes
Student Progression & Academic Support
Sufficient numbers of personal tutors
Are students always allocated a personal tutor?
Teaching learning and assessment
Assessments bunched up together?
Adequate and timely feedback?
Learning resources:
Quality and availability of resources (e.g. opening times of library, course handbooks, teaching materials
Quality enhancement:
Issues relating to student feedback mechanisms: e.g. NSS, SES

13. Course Rep Forums Why are they important?
Chance for Reps across Faculty to come together to share experiences, best practice, and discuss issues.
An issue on your course may exist on other courses.
Identify opportunities to collaborate to bring about change.
Sabbs
Inform them of forum details:
Wednesday 30th at 1pm C2.12

14. Scenario 1
Your course leader informs you that a number of changes are going to be proposed which will alter the balance of core and option modules on your course.
You have been made aware that she/he intends to put this as an item on the agenda for the next Course Committee meeting.
How would you prepare before this meeting? How do you address any resulting issues at the Course Committee meeting?
Ask reps to discuss in their groups and then feedback to the whole session

15. Scenario 1 - Answers Find out in detail what the changes are
When is it proposed that they will come into effect?
Consider whether all students will be affected or whether it will only be the new cohort next year
Find ways to contact your fellow students to publicise the changes and seek their views
Collate their feed back and highlight it in a structured way highlighting positive aspects as well as negative points
Ask what happens next so you can feedback to students

16. Scenario 2
A Student from your course approaches you about emotional difficulties they are experiencing as a result of a family member being seriously ill.
How do you ensure that this is discussed in the appropriate forum?

17. Scenario 2 - Answers
Course Reps are not trained to deal with personal matters or with mitigating circumstances
However you can signpost the student so they can seek help:
Student Union RRW Team
Personal tutor
UoW Counselling
Other student support services
The Student Union website has information on the mitigating circumstances procedure
The University also has guidance on these procedures as well so worth referring to both sites.
Let them know that they can get an appointment to see an RRW coordinator should they require it.

18. Scenario 3
A student on your course mentions to you that she/he feels that the assessment deadlines are too close together for this semester.
As their course representative what do you do?
Scenario

19. Scenario 3- Answers
You need to find out if this is an individual problem or wider issue affecting a number of students.
You could send an to the entire class and ask students how they’re finding the schedule of assessments
Liaise with your class to come up with alternatives
Arrange a meeting with the course leader to put your points
Arrange to have this matter discussed at the course committee meeting.
If an individual problem then refer to academic learning support
You can also discuss with other reps or student union if you want to look at alternatives.
Point out to reps that they don’t have to wait for the committee to raise an issue – a broken printer in the library for example can be quickly dealt with by speaking to the librarian rather than waiting to bring it up at a committee.

20. Scenario 4
You are in a course committee meeting, and you bring up that many of the students on your course are unhappy with the standard of feedback they are receiving.
The staff members present feel that they are giving sufficient feedback.
How would you negotiate a change in feedback and find a positive solution to the problem?

21. Scenario 4 - Answers
Need to have evidence that specifies what exactly student needs in terms of feedback
Survey students document the frequency and quality of feedback
The average time feedback is given and whether or not students are able to benefit from it before the next assessment period
Don’t wait for next committee meeting - Meet with course leader to go through evidence

22. Returning Reps What was your experience last year?
What went well last year as a course rep?
What didn’t work so well or can be improved?
What would you like to improve/change this year?
Shout outs
For PG sessions – in groups
Feedback to the group

23. Key Information

24. Evidencing the student voice
Representation is far more effective when it is evidence based
You can speak more authoritatively when speaking for all your students
Three types of evidence: quantitative, qualitative, and policy
The National Student Survey data is the most comprehensive source of quantitative evidence you can use
RRW to mention for 2017 new:
Student voice [new section]
23. I have had the right opportunities to provide feedback on my course
24. Staff value students’ views and opinions about the course
25. It is clear how students’ feedback on the course has been acted on
26. The students’ union (association or guild) effectively represents students’ academic
Interests

25. Student Surveys National Student Survey (NSS)
Student Experience Survey (SES)
Postgraduate Taught Experience Survey (PTES).
Student Module Evaluation (SME)
National Student Survey (NSS)
The NSS is aimed at final year undergraduates and gathers opinions from students about the experience of their course.
It is completed by final year undergraduates across the UK.
RRW to mention for 2017 new:
Student voice [new section]
23. I have had the right opportunities to provide feedback on my course
24. Staff value students’ views and opinions about the course
25. It is clear how students’ feedback on the course has been acted on
26. The students’ union (association or guild) effectively represents students’ academic
Interests
Student Experience Survey (SES)
The SES is for all non-final year undergraduates at Westminster and gathers opinions from students about the experience of their course.
Postgraduate Taught Experience Survey (PTES)
PTES is for all taught postgraduates at Westminster and invites them to comment on their course and experience.
Student Module Evaluation (SME)
At set times each year, the University invite undergraduates and taught postgraduates to complete the online Student Module Evaluation, which allows students to feedback on their specific course modules.
The results of the evaluation will help your faculty to better understand your needs and expectations, and they also inform future module developments and enhancements.
NSS Info
Open to all final undergraduates
All publicly funded HEIs and FE colleges that provide HE in England and Wales. All publicly funded HEIs in NI.
Participating HEIs in Scotland.
Alternative and provide providers now eligible to participate.
Running since 2005.
Over 400,000 participants; 3rd largest survey in the UK
Initially 22 questions. Q23 added regarding SUs
Funded by the UK HE funding councils. Run by Ipsos-MORI
You can also look at
Using results:
What does your course score well and not so well on?
How does your course compare to similar departments?
How does your course compare nationally?
Decide which issues you are going to ask students about
Ensure the results are discussed at your course committee meetings at the earliest opportunity
Find out what your course is doing to improve

26. Higher level Reps Faculty Reps Student Experience rep
If interested, please speak to Ludo:
Departmental Reps
2 per department; one UG and one PG
Members of the “Scrutiny Panel” which holds sabbatical officers to account
If interested in PG Department Rep: Tom Dixon, PG Engagement Coordinator for an application form:
Sabb
Main Aims of Scrutiny Panel:
To hold Sabbatical Officers to account
Increase the transparency of the SU
Scrutiny panel made up of:
5 Faculty Reps, 1 President, 1 Captain and 1 Liberation Officer
These will all be rotating seats

27. Student Advisers Are you a returning Rep?
Do you want to improve the student experience at Westminster?
Do you want a unique opportunity to be directly involved in the enhancement of Westminster courses?
Do you want the opportunity to further develop your employability skills and a gift of £200?
Applications now open to returning Course Reps: westminster.ac.uk/student-representation
For existing Course or faculty Reps
Part of course review and revalidation
“External” student advisers – commenting on course from other faculties
Very important but serious, time-consuming role. Full contribution is required

28. Perks of the job Certificate and HEAR (see requirements in Handbook)
Free workshops to boost your skills and employability
Chance to win awards
Be a Student Leader
Opportunity to provide critical commentary on your student experience
RRW
3 mins

29. Please ensure your handbook is signed!
Thank you
Please ensure your handbook is signed!
Website:
UWSU Advice Service:
advice.(your
Website: