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A year in the life of a course rep

so17254

Created on June 19, 2024

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Transcript

May

March

January

June

April

February

December

November

October

September

Hover on the '+' signs for each month to explore the events occuring at this time of year, and click on the symbols for course rep tasks and considerations throughout the months.

A year in a life of a course rep

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In the spring, the Bristol SU nomination an election process begins once more. Course reps play an important role in helping other students decide whether they would like to be a course rep in the future and to ensure the ongoing student representation of your cohort. Ideas for ways in which course reps can support this process include:

  • Promoting the nomination and election process to their cohorts
  • Answering questions about being a course rep e.g. in drop-in events/podcasts/video interviews etc.

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By this point, 'next years' course reps will have been elected, and your term as a course rep may or may not be coming to an end.Between now and the start of the autumn term, course reps can play important role in supporting new and incoming reps. Ideas for what this could look like include:

  • Introducing yourself to incoming reps
  • Offering to answer questions about the role
  • Sharing top tips
  • Conducting a 'hand over' - major themes in successes, challenges and the major actions taken.

For longitudinal units (units that run across term 1 and 2), December is the time when unit/year leads with gather mid-term feedback from their students on how the course is going so far. Your expertise on the challenges the cohort is facing will be of great value to unit/year leads in helping to design surveys to ensure useful feedback is gathered - so this is worth talking about at your rep-year lead meetings. Getting high response rates to mid-unit feedback surveys is critical to ensure that everyone's voices are heard. It is worth thinking of ways is which course reps could promote these surveys such as:

  • Reminding students to complete these via email/Teams/What'sApp etc.
  • Promoting surveys using Blackboard notifications and the TV screens (unit/year leads, Ellie and Sarah can help here)
  • Explaining to peers why these surveys are so important
You may also want to run your own surveys throughout the year, on issues that you feel are important, that the mid-term questionnaire does not explore...

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Now is the time to raise awareness amongst your cohort about who you are, what your role entails, and how students can reach out to you. Ideas for increasing your cohort's familiarity with you and your role include:

  • Arranging with your year/unit lead to introduce yourself at the start or end of a lecture
  • Reaching out to Ellie and Sarah to add your photo +/- bio to Blackboard, the YSWD board and/or the TV screens
  • Arranging a 'meet your course rep social. Your year/unit lead, Ellie and Sarah can support you with this.

If you are brand new to being a course rep, you will need to complete your compulsory course rep training. Bristol SU will email you a link, and you can also access it by clicking on the link symbol:

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As the cohort works through more of the course, they are likely to encounter things that are going well as well as some challenges. They are likely to be looking for routes to provide feedback. Now is the time to ensure that you have established multiple routes for students to provide feedback for your to take to your year/unit leads (if it is academic) or SSLC (if it is non-academic). Consider offering the following means for receiving feedback:

  • Feedback events where students could speak to you in person
  • Emailing your or messaging you on Teams
  • Anonymous routes for feedback such as MS Forms or Padlets. Your year/unit lead, Ellie and Sarah can help you promote this on Blackboard/the YSWD boards/the television screens.
You will also need to arrange regular meetings with your unit/year lead and start attending SSLC so you can discuss the feedback you have collected and collaborate with staff and other reps to help propose actions/solutions.

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As you gather increasing volumes of feedback, and attend more and more student-staff meetings, your cohort will want to know what is happening with all of their suggestions. Now it is important to establish ways to 'close the feedback loop' that you can sustain throughout the rest of the year. It is best practice to close this loop in multiple ways, as it is unlikely that a single method will reach all individuals within a cohort. Ideas for achieving this include:

  • Arranging with your year/unit lead to report back to the cohort at the start or end of a lecture
  • Publishing and promoting the actions/outcomes.Your unit/year lead, Ellie and Sarah can help you promote these on Blackboard and the TV screens.
  • Emailing the cohort with outcomes/actions after each meeting.

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For longitudinal units (units that run across term 1 and 2), April is the time when unit/year leads with gather end of unit feedback from their students on how the course is going so far. Your expertise on the challenges the cohort is facing will be of great value to unit/year leads in helping to design surveys to ensure useful feedback is gathered - so this is worth talking about at your rep-year lead meetings. Getting high response rates to mid-unit feedback surveys is critical to ensure that everyone's voices are heard. It is worth thinking of ways is which course reps could promote these surveys such as:

  • Reminding students to complete these via email/Teams/What'sApp etc.
  • Promoting surveys using Blackboard notifications and the TV screens (unit/year leads, Ellie and Sarah can help here)
  • Explaining to peers why these surveys are so important