CRT Part 2 Workshop 2023 Training Notes v1 (11aug23) - Edited

Introductory Course Rep Training 2023-24
Part 2 (Workshop)
Notes for workshop delivery 23-24

Last amended 11 August 2023
2023-24
©2023. sparqs is a Scottish Charitable Incorporated Organisation. Registration number SC046172.
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This version 11 Aug 23 ©2023. sparqs is a Scottish Charitable Incorporated Organisation. Registration number SC046172.
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Session Name Course Rep Training 2023-24 Session timing Two hours (120 minutes), as follows:
Introductory Level • 15 mins introductory activities.
Part 2 (Workshop) • 80 mins main contents.
• Up to 10 mins break.
• 15 mins post-session Q+A /discussion (optional).
Workshop aims This workshop is designed to help course reps deepen their understanding of:
See also 1.4 page 6 1. The purpose of course reps.
2. Factors that affect the learning experience of students, including the impact of COVID-19.
3. Mechanisms for student engagement including:
a) Methods of representing classmates, including methods of communication with classmates.
b) The ways that reps can work in partnership with staff in enhancing the quality of the learning experience
for students.
c) The support and resources that are available to reps throughout their period of service.
Resources Electronic resources Physical resources
• Online meeting application (usually Zoom; IAT • Notebook and pen.
institutions may prefer an alternative platform. • • Attendance register.
PowerPoint presentation Reps (attendees) may need
• PDF resource pack. • Notebook and pen.
• Evaluation survey – link and/or paper copies. • PDF resource pack.
Preparatory Work • You may receive a list of attendees in advance.
• Trainers add your names to slides 2 and 63 (with contact details) of the presentation.
Trainers make sure you are familiar with these Zoom functions for online workshops and be prepared to give
instructions to help reps find these tools. Note that the functionality of these tools may vary between devices.
• One activity involves Zoom Reactions (emojis) – 6.1 attending meetings.
• Annotating the slides is only included once in the workshop - in an optional activity in section 7.4, course
rep skills. This requires reps to add stamps (such as ticks or stars), not typing sentences. You should clear
the annotations when you are ready to move on.
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Introductory Course Rep Training 2023-24
Notes for workshop delivery
Section Contents
Guidance for trainers ........................................................................................................................................

6
Section 1. Introductions and learning outcomes (17 mins) ...................................................................................
9
Section 2. The purpose of a course rep & gathering feedback (12 mins) ................................................................
16
Section 3. The Student Learning Experience (SLE) (16 mins) ...............................................................................
21
– – – Break – – – (up to 10 mins) ...................................................................................................................
33
Section 4. The course rep cycle and acting on feedback (16 mins). ......................................................................
34
Section 5. The ABCD of Effective Feedback (16 mins). ........................................................................................
40
Section 6. Attending Meetings (9 mins). ............................................................................................................
47
Section 7. Summary of the rep role and next steps (10 mins). .............................................................................
50
Section 8. Review of workshop aims, further discussion and end of training (2 mins + 15 mins). .............................
54
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as a trainer, you will learn to deliver the workshop naturally
and freely, possibly with less reliance on these training notes.
Guidance for trainers You may paraphrase the course material as you judge best for
your own voice and style, and for the group of reps.
Where these notes are available in colour:
• Notes for trainers are written in black. After a few weeks, some trainers like to produce their own
• Course material is written in blue. version of these notes. That is permitted – but trainers should
A few paragraphs fall between the two (or encompass both) still present the concepts and activities of this workshop in
and may be in either colour. ways that align well to those described here. Therefore, if
there are any parts that you do not understand, take advice
The style of the Course Rep Training workshop The training from your students’ association or from sparqs.
session is designed for interaction and participation. Whilst Starting the training session
the course includes important topics, it should also be an Trainers should arrive fifteen minutes before the start time, or
enjoyable experience to take part, so make it engaging and earlier if you have points to discuss with the other trainer. As
fun where you can. Keep things moving at a strong pace and participants begin to arrive you can send a welcome message
pay attention to the recommended timings for each activity. to the Zoom waiting room and ask reps to complete the
Trainers, please aim to remain goodhumoured, even if you pretraining survey (this is section 0.1).
experience difficulties. Start promptly at the designated time. The first three minutes
of the programme (section 1.0) are set aside for introductory
Mastering the contents activities that help participants check that they can use the
These notes are very thorough and may initially seem chat box and their microphone, reminds them to fetch a pen
overwhelming, but you are not expected to read out every and paper, and so on. (This slide includes another reminder to
word. As you become familiar with the material and confident complete the pre-training survey). At the end of this
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introductory section, continue the presentation promptly by Managing discussions
introducing the trainers in section 1.1 (i.e. this will be three- In an online workshop, discussion activities can take place in a
mins-past the designated start time). If anyone joins later variety of ways:
than the initial welcome, the second trainer might be able to • As a whole group, using microphones and/or chat box.
welcome them in the chat box (possibly using a direct/private • As a whole group, using on-screen functions such as Zoom
message). One trainer should record the names of attendees reactions and slide annotation.
(or check them against a list of expected attendees if you • In small groups, in breakout rooms.
have one). Add any additional names. Send a private Further details below.
message through the chat function if you are not sure of
someone’s identity (see note in section 1.0 about display
names). Do this at the start and check again for later arrivals Discussion activities. Microphones or chat box? Using
after a few minutes. either microphones or the chat box for discussion
activities have different advantages.
Managing discussions Microphones can work well in a smaller group – trainers try
In an in-person workshop, discussion activities can take place (sensitively) to encourage different participants to speak.
in pairs, in small groups, or as a whole large group. You may The chat box gives everyone a chance to respond at the
use a variety of these throughout the workshop, and it is same time, getting the whole group involved – trainers may
helpful to plan this in advance. Choose methods that help as wish to summarise the themes of what has been written, or
many reps as possible to engage. ask individuals to explain more about their comment. In
Additional guidance for online workshops many cases, it may be appropriate to use both microphone
and chat box at the same time.
As mentioned above, choose methods that help as many reps
Mastering the technology as possible to engage with the activity.
If you are unfamiliar with sharing presentations over Zoom (or
similar platforms), it is essential to practice in advance – On-screen functions: Zoom reactions
perhaps by arranging trial sessions with friends or with other Zoom reactions enable a group of participants to respond
trainers. You may also be able to get advice from others who quickly and simultaneously to a question or statement. The
have this experience – including your teachers / lecturers, workshop includes the use of Zoom reactions in Activity 6.1
your students’ association, and sparqs. (attending meetings), and trainers are free to use this
technique in other activities, if you wish. The reactions
(emojis) usually appear on the gallery of faces but can also be
added into the chat box.
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Note that different emojis are available in different versions of c) If you wish to select participants for breakout rooms,
Zoom and is a participant does not have access to the Zoom this should be organised in advance. It can take time to
reactions, they could type an equivalent word into the chat organise the groups, so one trainer should be assigned
instead. to organise the groups at the start of the session, as
You may need to make adjustments (or avoid this technique) reps arrive.
if the trainer cannot see the gallery of faces. d) Set the timer so the breakout room ends after X
minutes. This way, both groups will come back together
at the same time. Note that the alternative of ending
On-screen functions: slide annotation the breakout session manually defaults to a 2minute
Slide annotation enables participants to add comments or end period – this can be varied to 1-minute or a shorter
symbols onto an existing slide, or onto a blank slide. Activity duration if you wish – this must be set in advance.
7.4 (course rep skills) has the option to add ‘stamps’ to the Alternatively (especially if training alone), you may wish to
slide using slide annotation. You should clear the annotations avoid the breakout rooms and run these discussions with the
when you are ready to move on. An image to help reps find larger group.
the slide annotation function in Zoom is included on slide 56.
This slide can be moved elsewhere in the presentation if Additional tips for online workshops
desired. • To play music (e.g. a song during an activity) tick ‘share
If annotation is unavailable, this activity can be completed in computer sound’ when you share your screen. Check the
the chat box or using a microphone. volume level is correct for participants and adjust volume
within the application (ie. the music player / Spotify /
This workshop does not ask reps to write text in their YouTube) and not using your computer volume level.
annotations. Trainers can attempt this for some activities if • Note that using the keys ALT and TAB together may
you wish but be advised that it can be a slow process to teach enable you to toggle between the PowerPoint slides, the
reps how the function works – and that this function will work gallery of faces, and other open applications.
differently on tablets and phones compared to laptops. • If you have two screens, you can set the PowerPoint
Considerations for breakout rooms presentation to run from either screen, under: SLIDE
Some activities can take place in breakout rooms. This is SHOW / MONITOR.
optional, but may be helpful in larger online groups. • In the case that a participant forgets to mute their
a) If you are working as a pair of trainers, you can microphone, trainers are able to mute the microphones of
organise two breakout rooms with one trainer in each. participants, as long as you are set as a host for the
b) It is usually possible to allocate participants to breakout meeting.
rooms randomly.
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individual participants, monitor the chat box, and so on. One
Working as two trainers together possible pattern is to have Trainer 1 lead from the start to the
Depending on your institution, two trainers may be assigned break, and Trainer 2 lead from the break to the end, but you
to lead the session together. Whilst one trainer presents or can adopt a different pattern if the two of you prefer. Set both
leads, the other trainer is able to watch for the needs of presenters as hosts, to give access to all the hostlevel Zoom
functionality.
Section 1. Introductions and learning outcomes (17 mins)
Timings Tutor notes Slide
Section: The purpose of this section is to:

17 mins • Ensure that participants feel welcome / reassured / involved.
• Introduce the trainers.
• Run through the particulars (session length, technical advice, ground rules).
• Explain the learning outcomes.
0.1 Before the start time

Trainers, you may wish to send a message to reps in the waiting room.
For example, something like this:
Welcome to the Course Rep Training workshop. We will start in a few minutes. Please
complete this pre-training survey while you are waiting:
NEED SURVEY LINK
Thank you!
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3 mins 1.0 The first three minutes
Share the first slide of the presentation.
Trainers, you may wish to add a short welcome message in the chat box, with the link for
the pre-course survey. For example, something like this:
Welcome to the CRT workshop. We will start soon. Please follow the instructions on the
slide. And please complete this pre-training survey while you are waiting:
NEED SURVEY LINK
Thank you!
The first slide is designed to be shown during the first three minutes. The slide asks reps
to prepare for the training, and to complete the pre-course survey. Where two trainers are
presenting, decide which trainer
Where appropriate, trainers can verbally reinforce these points from the slide:
will share this first slide. If the
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Welcome to the Course Rep Training Workshop. second trainer shares these first
two slides, that leaves the first
• The workshop will begin in a few minutes.
trainer free to see the gallery of
• Please complete the pre-course survey – the link is in the chat box. faces, monitor the chat box, and
• Please adjust your displayed name to show your usual name (plus preferred so on.
pronouns if you wish)

• In the chat box, tell us your name and your course.
• You have time to fetch a drink, a snack, a pen and notebook. We will start soon. As
participants arrive, welcome them by name and mark their attendance on your list
of names. At this stage, it is a good idea to avoid periods of silence; you can keep
the mood buoyant by maintaining conversation and information – including
repeating the five points that are on the slide and giving a countdown (e.g. ‘We will
start in two minutes – you still have time to complete that pre-course survey’).
Other presenters like to make friendly ‘small talk’ during this period, to welcome
participants and avoid longer silences. You may also choose to play background
music during these opening minutes.
Reps have been advised that they need a laptop to gain full benefit from this training.
Reps can use alternative devices but may not gain the full training experience. For
example, annotating slides and chat box may be harder to access using a tablet or phone.
Once the three minutes are up, trainers should proceed through the training without
delaying too much for the technical difficulties of individual reps. Whilst trainers should be
polite and patient, you need to deliver the training in the recommended time. Where reps
have difficulties that cannot be solved you should normally advise them:
• Participate in as much of the training as you are able.
• If your experience is severely diminished, we suggest you contact your students’
association who may be able to provide some technical support and may be able to
book you onto an alternative session.
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2 mins 1.1 Introduce the trainers Share
the second slide.
Trainers both introduce themselves – e.g. name, course, your college / university.
Emphasise that you are a student, and refer to your experience of being a rep. Also
introduce anyone else as necessary. (Quite likely nobody, but possibly institutional staff or
anyone from sparqs).
This training for course reps is provided by sparqs, which is Scotland’s national agency for
student engagement. This organisation works to help students get involved with decisions
that affect their learning and their experience of learning. One way they do that is by
supporting course rep systems in colleges and universities.
In an online workshop, you might also remind reps to adjust their displayed name to:
usual given name plus subject/course plus preferred pronouns.
Adjustments to display
In an online workshop, reps may wish to adjust the portions of the screen given to the
presentation and the gallery of faces. They may also be able to toggle between a gallery
of faces and a single face, for example if it helps to see a larger image of the speaker’s
face. Most will be familiar with these points but give instructions if necessary.
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1 min 1.2 One good thing about my course Share
the second slide.
In a moment, I will explain more about the workshop and what it covers. Before that, let’s
start with an activity. One role of the course rep is to gather feedback from classmates –
so I am going to start by asking you to think of a piece of feedback about the course you
are on. Start with something positive, something you like, something that works well.
I have placed some examples on the screen:
• Our teacher explains things well and is easy to understand.
• Each class, we receive helpful notes that summarise the main points. After this, stop sharing slides for
• At the end of each topic, we look at some exam questions so we know how it will be the group introductions.
assessed.
• The course is up to date – we are learning modern techniques and practices for
employment.
• Course information is easy to find online, in the Moodle area for this course.
Think of one example of positive feedback about your course. Make a note of it – you will
need it in a moment when we introduce ourselves.
If online, stop sharing slides at this point for the group introductions.
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4 mins 1.3 Group Introductions
Enabling reps to introduce themselves can help them feel welcome in the session.
Give these instructions, and also paste them into the chat:
Reps please introduce yourselves:
your name and course and the one good
thing about your course.
In an online workshop, stop sharing slides for the group introductions.
In an online workshop, the introductions can act as a microphone-check for each rep. For
both online and in-person: Trainers should decide in advance how to organise these
Stop sharing slides.
introductions. For example:
1. Everybody speaks in turn. Or everyone types their introduction (name etc) into the
chat.
2. Or break into smaller groups for introductions.
In-person: Reps introduce themselves in smaller groups of four or five.
Online: Temporarily move into breakout rooms. This doubles as practice for going
into the breakout rooms, which you might use again in later activities.
3. In some cases (especially in very large groups, more than 20) you may decide to
proceed without introductions.
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Timing. Whilst you want to value the contribution of each rep and help them feel included,
the time taken should be managed carefully. Clearly there is more time available per
person in smaller groups. Aim to restrict group introductions to three minutes total, which
means: 30 seconds each if you are a group of 6; 15 seconds each if you are a
group of 12; 10 seconds each if you are a group of 18.
After the introductions, trainers end with:
Thank you for participating in that short activity - today’s workshop works best when we
all can get involved and participate, so thank you for starting out that way.
Also, that was the first learning point – the staff that teach us need to hear the feedback
of the class. And it is important to give them positive feedback, not just complaints.
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2 min 1.4 Workshop aims
Before we continue with our activities, here is a brief introduction to today’s workshop.
First, here are the aims.
This workshop is designed to help course reps deepen their understanding of:
1. The purpose of course reps.
2. Factors that affect the learning experience of students.
a) Methods of representing classmates, including methods of communication with
classmates.
b) The ways that reps can work in partnership with staff in enhancing the quality of
the learning experience for students.
c) The support and resources that are available to reps throughout their period of
service.
No need to explain in detail. This gives reps an idea of the expected learning that results
from attending the workshop.
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3 mins 1.5 Further points about today’s workshop
This is Part 2 of the Course Rep Training. The workshop is designed for reps who have
already studied the Part 1 online module. If you have not yet completed the online
module, you should arrange this by contacting your students’ association. (But stay with
us for this session now).
All the reps here are from the same institution
Point out that all the reps here are from [NAME OF INSTITUTION] – and you could add
something like “even though you may not (yet) know each other, you are all working in
the same team, with common goals. And therefore, your questions and discussions will be
relevant to each other.”
Resources for Course Reps
The online module will be available all year. It is a good idea to access the module from
time to time, for reminders of effective practice and useful techniques.
Similar material is also available in a PDF resource pack that accompanies this training –
perhaps you downloaded it at the end of the online module, or you can ask your SA staff
member for a copy.
Meeting etiquette. This training session includes several interactive activities. Please
participate in these so that we all gain from each other’s experience.
And in an online workshop, add: Therefore:
• Please keep your video switched on so we can see each other.
• Please remain muted unless speaking.
i.e. “The default setting for this workshop is camera on and microphone off”.
Note that occasional participants have valid reasons to keep video switched off, and in
case of bandwidth difficulties, they should switch off their video.
In some cases, trainers may choose to control the muting and unmuting of participants in
the meeting – but this can be fiddly to manage throughout the whole meeting.
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Other points Run through most/all of these points, as you judge necessary:
• The session lasts a maximum of 2 hours and includes a short break.
• If you have any questions during the session, type them in the chat box and we
(the trainers) will do our best to answer them periodically. Remember that some of
your questions will be answered by later material, so go easy on early questioning!
• There will also be an opportunity to clear up any final questions at the end.
• Note that every comment made in the chat box is automatically saved,
including private messages, so be careful what you send!
• Today’s workshop ends with an evaluation activity. Please give us honest feedback
about the parts that worked well, and parts that can be further improved.
• We will issue certificates of attendance for all reps who complete this training.
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2 min 1.6 Ground rules for the workshop
Run through all four briefly. Here are the recommended ground rules for the workshop.
These are designed to create an environment in which everyone can be safe, comfortable,
and respected – so that we all have a positive experience of the training. So, we ask
everyone present to follow these ground rules.
1. We will listen to each other. We will respect each other and seek to learn from
each other’s views.
2. We have different perspectives and may not always agree – that is ok.
3. This is a safe space to share honestly and discuss openly. We will treat
information carefully and will not share private or sensitive information outside
of this group.
4. We will work together and support each other’s learning.
They can be further discussed if appropriate. In case of need, return to these during the
workshop as a reminder of respect and mutual support. On some occasions the fourth
rule (working together) might help to motivate participation in activities and discussions.
Section 2. The purpose of a course rep & gathering feedback (12 mins)
Section: This section reinforces material already covered in the online module. It includes a brief
reminder of the purpose of course reps, and a discussion of methods for gathering
12 mins
feedback.
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1 min 2.1 Discussion: The purpose of a course rep
Brief discussion on these questions (trainers, take these questions together as one
discussion, not separately; they are asking very similar things):
What is a course rep for? Why do we have them? What is the purpose of a course rep?
Trainers, decide on the form of these discussions. See ‘Guidance for trainers’ at the start of
these notes (pages 2-4), which outlines options for discussion activities, including these:
Online: Can use microphones or chat box.
In-person: Can break into the same small groups as earlier or can simply take
suggestions from any volunteer in the whole group.
Trainers, validate and encourage contributions. However, you may need to (gently) correct
any misconceptions, if suggestions are made that are outside the usual purpose of a rep –
later we will clarify that the rep deals with matters related to the student learning
experience (SLE).
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2 mins 2.1 continued.
Much of what we do as reps can be summarised in two words, which were mentioned in
the online module.
Ask reps: In the online study module, the purpose of reps was summarised in two words.
One beginning with R and the other beginning with P – do you remember the two words?
(microphone or chat box).
First slide has the two words with blanks.
Click again to reveal the two words on the second slide.
Answer: We have course reps for representation and for partnership. This is one of
the key messages from today’s workshop, that as a course reps you have these two
purposes – so please memorise these two words, even if this is the only thing you
remember today! First slide has the two words with
1. Reps represent their classmates, by gathering and communicating the views of all blanks. Click again to reveal the
classmates. Not just the loudest, not just their friends, not just the majority, not two words on the second slide.
just their own views. Course reps represent all the students on their course.
2. Reps work in partnership with staff help improve the learning experience for
students.
Trainers, you may be able to refer back to the suggestions made by reps in the discussion,
especially those that belong in these two categories.
We will meet these two words a number of times during this workshop, and we will learn
why they are both important in your role as a rep.
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4 mins 2.2 Activity: Methods of gathering feedback
Let’s continue by thinking about the first of these - REPRESENTATION.
We began today by asking you to think of one good thing about your course. That’s part of
what a rep does – to communicate to staff what is going well for students in the class and
what needs to improve.
Of course, it is not just your own opinion that counts. The rep must find a way of knowing
the opinions of the other students on the course. In this way, the rep is REPRESENTING
their classmates. This activity discusses the advantages and disadvantages of different
methods of gathering feedback from other students.
Trainers, decide on the form of these discussions (microphones, chat box, small groups). This is the slide for Stage 2:
Probably, continue with the same method used for previous discussions. See ‘Guidance for
trainers’ at the start of these notes (pages 2-4), which outlines options for discussion
activities.
Stage 1.
Imagine that you wanted to ask your classmates what works well for them on the course,
and what needs to improve. Which different methods could you use to gather feedback?
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(Verbal and/or use chat box).
Stage 2.
Show the next slide. Here are some suggestions for gathering feedback that were introduced in the online
module.
Comment
on the differences / similarities between the list on the slide and the list generated by the group.
Now lead the following
activity, to identify the advantages and disadvantages of different methods of gathering feedback.
The aim here is to
encourage reps to think critically about these methods, applying them to their actual experience as
reps.
1. Ask for a volunteer to select a method of gathering feedback that they might use with their class and describe (in
just a few words) how they would use it. (Alternatively, reps could choose a method class). It can
they have be used with another
seen
a method listed on the slide, or something else.
If there are no volunteers, trainers can pick a method and move to the point below, advantages and disadvantages.
2. Advantages and disadvantages. Ask other reps to list some advantages and disadvantages of that method
(again, verbal and/or use chat box). Refer back to the workshop ground rules – we are not criticising each other’s
suggestions; we are respecting each other and working together so that everyone can learn.
If typing, they could start their comment with ADV or DIS. In large groups, restrict reps to just one comment each.
Remind reps to read the contributions of others (equivalent to ‘listen as well as speak’), then thank reps for their
contributions.
Allow approx. 60-90 seconds. Note: there are likely to be repeated items and similar items amongst the suggestions
listed by reps. There may be no need to comment further (unless anything written is misleading or unhelpful).
Go back and repeat the process for another method. Cover two or three different methods, depending on time available.
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2 mins 2.3 Methods of gathering feedback – some considerations
In practice, there is no perfect method of gathering feedback; any method you choose will
have advantages and disadvantages. So here are some considerations you can keep in
mind when choosing a method for gathering feedback.
These are listed in the resource pack, and include:
1. Time available. Is this method relatively swift or time-consuming (for the rep, but
also for the respondents)?
2. Likely response rate. Different methods will generate different levels of
response. Reps will learn which methods work best with their class, and which
actions they can take to improve the response rate (e.g. reminders and deadlines).
3. Representation. Are you representing the views of all the students in your class,
or just some of them? Will this method gather the opinions of the whole class, or is
anyone missed? What can I do to reach those who would otherwise be missed?
4. Accessibility. Similarly, is this method accessible to all or will some students be
excluded? Does this method depend on having a mobile phone, or IT equipment
and internet at home? Don’t assume that all classmates have the same
connectivity that you do. Think how best to reach your other classmates.
5. Language. Does this method depend on good command of the English language?
How can I reach classmates whose first language is not English?
6. Usefulness of info. Am I asking the right questions? Will this method reveal the
true opinions of classmates? Could the information collected help to drive
improvements?
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3 mins 2.4 Activity: Individual reflection on gathering feedback
Earlier, we asked you to think of one good thing about your course. Now we will think
about the opposite.
The slide asks reps to think of one thing they would change about their course. Where
possible, choose something that would improve the experience of students on this course.
Anything at all, however large or small.
Secondly, the slide asks reps to select the methods that they could use when gathering the
opinions of classmates about this point. Reps can make notes using pen and paper – no
need to share anything.
Play one minute of music during the individual reflection?
Discuss. Ask for two volunteers to briefly share the issue they have identified, and the
method they would use to gather data.
Remind. We will use this improvement point again later in the workshop, so hold on to it.
Summarise. In this section we have considered some ways that a course rep can gather
the opinions of classmates. Different methods will work in different situations. When
choosing a method, reflect on the considerations we have covered here, especially the
issue of REPRESENTATION – are you representing the opinions of the whole group, or just
some of the group?
Section 3. The Student Learning Experience (SLE) (16 mins)

Section: The aim of this section is to remind reps of the different elements that make up the learning experience of students. It
provides a framework for gathering student opinion, and helps reps decide which issues the
16 mins y should and should not be dealing
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with. In an online workshop with two trainers, you may wish to deliver some or all of this s ection in breakout rooms, for
groups of 8 or more.
3 mins 3.1 Activity: Recap - The SLE Model Slide with three labels obscured:
This section is a reminder of the SLE model, which reps met in the online module. Up to
now, we have thought about the purpose of a course rep being REPRESENTATION and
PARTNERSHIP, and we have discussed the advantages and disadvantages of different
methods of gathering feedback. In this section we will look at the main subject matter for
course reps. What are we gathering feedback about? What are we representing our
classmates about?
Recap. In the online module, we met this diagram that represents the Student Learning
Experience. The coloured labels around the outside are seven things that affect the Slide with all labels showing:
learning experience of students. When colleges and universities get these right it can help
students have a positive experience of learning.
For example, in pink, students are affected by the curriculum – the material that is
taught, the subject matter of the course.
And in orange, students are affected by the learning and teaching process – the way that
the material is delivered: online, in-person, large lectures, small tutor groups, practicals
and labs, fieldwork and visits, interactive computer software, and so on.
And in this diagram, you can also see:
Student progression and achievement (in yellow), and Quality enhancement and (in blue).
assurance
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The other three labels are obscured. Do reps remember these missing labels from the online module? Type in the chat box to
suggest what is missing.
(Or microphone with a smaller group). Trainers, encourage contributions. Confirm correct responses and guide the
nearlycorrect responses. After 60 seconds, show the next slide with the complete SLE.
The obscured labels are:
Red. Learning resources. Gold Assessment and feedback. Purple. Guidance and support.
2 mins 3.2 Why should reps know about the seven areas of the SLE?
In a moment, we will check through these seven areas shown on this diagram, to make
sure we can briefly describe what each one means. But first, a reminder if why this
diagram is important to us as reps.
Recap. The online module gave three reasons why this diagram is useful reps.
1. The SLE model helps reps gather and organise feedback.
When we receive feedback from classmates, we can organise it under these SLE
headings before passing it on. For example, we can collect together all the
comments related to resources, and all the comments related to assessment and
feedback, and so on. This can be helpful to the staff who receive our feedback.
2. The SLE model is a guide to help reps know which student comments are relevant to them as a rep
(and which topics fall outside the rep role).
If something falls into one of these seven areas – anything connected to learning –
then it is relevant to the rep role.
But if a classmate comes to you with an issue and you cannot place it on here, it is probably not a matter for reps to
deal with – in this case, the rep can help by signposting the student to the place where this support is ava
This is about appreciating the difference between the learning experience and the ilable.
wider student experience.
3. The SLE model is important because this is the terminology that will be used at colleges and
universities.
When reps attend meetings with staff, they are likely to encounter vocabulary like this.
Page 27
3.3 Activity: Understanding the SLE Model
This activity involves discussion. See ‘Guidance for trainers’ at the start of these notes
(pages 2-4), which outlines options for discussion activities. Here are some suggestions: In
an online workshop: Microphones and/or chat box. Also, decide whether to divide into
breakout rooms for this activity.
In an in-person workshop: Ask reps to discuss these points in pairs or threes.
This activity has two purposes:

A. To help reps remember the ‘contents’ of the seven SLE areas.
B. To consider some of the issues that relate to the learning experiences of
students.
Page 28
9 mins Using just a few
Activity
1. There are seven slides described below, one for each of the seven aspects of the SLE. Trainers choose one
or more of these to discuss with reps for this activity. Where time allows, you can do several of these.
Where time is short, you can skip over some of these slides.
One possible method is to use the curriculum slide as a worked example, to explain what you are asking them to do in
this activity. Then start discussions from the second aspect, learning resources.
2. In the SLE model, one aspect of the SLE is [e.g. curriculum]. What do we mean by [curriculum]?
words, summarise what this includes.
On the first click, the title appears. Ask reps to summarise what they think this SLE area includes. (Microphone, chat
box, discuss in pairs). Trainers give positive feedback in order to encourage further responses. This is intended to be
fairly rapid – don’t spend too long waiting for responses.
Continued on next page…
3. Here is a concise summary of this aspect.

On the second click, some bullet points appear with a list of some of the things that relate to this aspect. Trainers, use
the notes on the next three pages for information about the ‘contents’ of each area. (Note that an overview is sufficient
for this activity - there is no need to go into great detail).
4. Now ask reps to discuss: (Microphone, chat box, discuss in pairs).
On the third click, these discussion questions appear:
What can help enhance the learning experience of students in this area?
Can you think of any obstacles or issues that students might face in this area?
5. Repeat for more areas of the SLE, depending on the time available. Skip over the slides that you do not need.
At the end, remind reps that there is lots of information about all seven areas in the online module and the resource pack.
Page 29
3.3 Activity, continued
Seven slides follow here, one for each aspect of the SLE.
As described, trainers choose which of these to cover in this activity – you are unlikely to
use all seven slides.
Nine minutes are given for this activity (including the time for giving instructions). In most
cases, this should enable you to cover three aspects of the SLE, if you move fairly swiftly.
If you are ahead of time in your workshop, you can spend a little longer on this activity.
Tutor notes continue below with next slide: Curriculum.
Page 30
SLE: Curriculum
Trainers, use the curriculum slide (or a different slide if you prefer) as a worked example,
to explain what you are asking them to do in this activity. Then start the activity from a
second aspect of the SLE.
What does this aspect include? Trainers briefly cover these points (on slide):
Curriculum includes:
• Course content and the way material is structured through the course.
• Whether the course matches the way it was advertised.
• Whether the learning objectives are clearly stated and being followed.
Discussion questions. Ask reps to comment on one or both of these:
Reps to provide their own suggestions here.
What are some of the key issues for today’s students in this area?
Some possible relevant issues follow here. Trainers can mention any of these if that helps
the discussion.
a. Is the course curriculum relevant to today’s world? How does the curriculum deal
with topics such as anti-racism and sustainable development?
b. Does the course include appropriate practical experience, including lab work,
research projects and field trips?
c. Does the course prepare students for the workplace? Does it meet industry
standards and the requirements of external regulators?
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SLE: Learning resources
Learning resources includes:
• Access to appropriate materials such as text books, computers and online access,
equipment and tools.
• How the learning environment (classroom, labs, libraries) is used to support

learning?
the discussion.
a. Do students have access to the relevant books and study materials, through a
library or online?
b. Are the materials provided for this course relevant and up to date?
c. Do students on this course have digital access (at home or otherwise) and sufficient
digital literacy?
d. Do students have access to specialist spaces, including labs, art studios, and
theatres, and specialist equipment for practical subjects.
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SLE: Learning and teaching process
Learning and teaching process includes:
• Teaching methods, including online delivery methods
• Whether these methods suit this type of course
• Whether these methods are accessible to all students.

the discussion.
a. Is the teaching delivery method suitable and accessible for all students on this
course? Online, in-person, or a blended approach with elements of both. Or hybrid,
with both at the same time.
b. Synchronous versus asynchronous teaching, i.e. how much of the teaching will be
done ‘live’ and how much can be undertaken by the student in their own time?
c. Does this course utilise online methods for discussion and learning, such as using
discussion boards and interactive platforms?
Page 33
SLE: Assessment and feedback
Assessment and feedback includes:
• The methods used to assess student progress.
• Whether assessments and deadlines are suitable.

• The kinds of feedback provided, and how this helps students improve.
the discussion.
a. In which ways will learning be assessed? Do students have a choice of ways in
which to demonstrate their knowledge and skills?
b. Where online assessments take place at home, how will examination conditions be
achieved (quiet private space)?
c. How is feedback provided following assessments, and does the quality of feedback
help learners to improve?
Page 34
SLE: Student progression and achievement
Student progression and achievement includes:
• The overall journey of students towards completing a qualification – often through
several modules or units.
• The design of each module to provide sufficient learning to move to the next
module.
• Information provided about onward opportunities and pathways.

the discussion.
a. Is there an effective induction provided for all students on campus for the first
time, not just those in their first year?
b. Some students may have gaps in their skills or knowledge due to lost learning –
how are these students supported to progress to the next stage of their course?
c. Is it clear how this course prepares students for future opportunities, and are
students supported to make decisions about what next? [Also relates to next
section, guidance and support].
Page 35
SLE: Guidance and support
Guidance and support includes:
• Clear guidance for students on what is expected.
• The different types of support that student receive.
• Information about where students can go for advice.
the discussion.
a. Do students have access to comprehensive guidance and support to help them
meet their needs? Is support provided for those who may have missed some
learning in recent years, and for those adjusting to learning in new ways?
b. How are students reached and kept informed who may qualify for formal types of
support for their learning?
c. Is support available for students adjusting to change, and coping with uncertainty,
isolation and anxiety?
d. Is support available to help students consider their career opportunities, in the light
of the impact of the pandemic on the job market?
Page 36
SLE: Quality enhancement and assurance
Quality enhancement and assurance includes:
• These terms relate to processes that help the institution achieve and maintain high
standards in learning and teaching.
• These processes include internal and external reviews. Reps and student feedback
form a key part of these.
the discussion.
a. What systems are in place to help with ensure that students have a high-quality
learning experience? How are student invited to contribute to these processes?
b. Which methods are used to capture student opinion? Do students know about the
course rep system and do they understand the role of reps?
c. In which ways are important messages and changes communicated to students?
Page 37
Time 3.2 (repeated slide) - Questions for reps relating to each area of the SLE Briefly
included
show this first slide again – this slide is repeated from earlier.
with 2
mins Just now, we suggested these three reasons why it helps reps to be familiar with the
below Student Learning Experience (SLE) Model. If we combine the first two reasons, we could
say something like “This model helps reps collect the right sort of feedback from their
classmates, and to organise it helpfully for others to receive.”
As reps, you can go even further than that. With a bit of planning, you can set out to
collect specific feedback about specific topics of interest, by asking the right questions.
This can be a very good idea – instead of asking something vague like “How is it going for
you?”, reps might ask specific questions about the resources, or about work placements or
practical workshops, and so on. A rep might do that individually for their own class. Or
sometimes, the students’ association [or student union] might organise all the class reps
to collect feedback on the same topic in the same week, so that the students’ association
can collate a report on the findings.
2 mins 3.4 Questions relating to the SLE

Show the SLE Questions document at this point (or if online, paste it in the chat). In
order to make this even easier, we have prepared a bank of sample questions that
course reps can use. You can find these in Section 2.2 of the online module - there is a
downloadable document that lists example questions for each of these seven areas. The
same questions are also included in the resource pack that accompanies this training.
These two slides show some example questions.
Learning and teaching process
1. Are your classes stimulating, engaging and informative?
2. Do you have enough contact time with your lecturers / tutors?
3. Do your classes motivate you to learn independently?
Page 38
Discuss with reps:
Could you imagine using any of these questions with your class?
If so, which method would you use to ask the question and to gather the feedback?
What else might you ask about ‘learning and teaching process’?
Assessment and feedback
4. Are you given enough time to prepare for assessments?
5. Are the assessment criteria clear to you?
6. Do you receive adequate feedback from your assessments?
Again, discuss with reps:
Could you imagine using any of these questions with your class?
If so, which method would you use to ask the question and to gather the feedback?
What else might you ask about ‘assessment and feedback’?
Encourage reps to use the SLE questions with their class.

Any questions so far
Before we have a break, ask if reps have any unanswered questions about the material or
activities so far.
––– Break – – – (up to 10 mins)

A break of 8-10 minutes is recommended at this point.
Ensure reps know the re-start time.
Page 39
Section 4. The course rep cycle and acting on feedback (13 mins).
Section: The welcome back slide reminds reps to switch their camera on.
13 mins
Page 40
1 min 4.1 Intro to second half
A quick review of the workshop aims showing those we have considered so far, and those
still to come. First half
• Purpose – representation and partnership
• The SLE – we looked at the SLE diagram and considered a range of things that
impact on the learning experience of students
• Representing classmates – we looked at methods for gathering feedback from all
classmates, and will go on to other ways that the rep can work on their behalf.
Second half
• Partnership with staff – various ways that we can help to enhance the quality of the
learning experience, by working in partnership with staff
• Support available for your role as a rep
… and a few other bits and pieces along the way.
4.2 Students as experts

We begin the second half of our workshop with a reminder of this statement, that you
might find surprising. You may remember that the online module claims that students are
experts.
Whereas staff are experts in preparing courses and in teaching their subject, students are
experts in knowing what the learning experience is like for them and understanding the
pressures that might be causing difficulties.
That’s why we say that course reps and staff should work together in PARTNERSHIP. If
they work together, they can combine their expertise to enhance the quality of the student
learning experience.
Page 41
2 mins 4.3 Recap – The course rep cycle
The role of the rep is more than simply collecting student feedback and passing it on.
Once we have gathered student feedback, what should we do with that information? You
may remember this diagram from the online module – the course rep cycle. Much of
what we do as course reps fits into the three parts of this diagram.
1. In the first phase, coloured green, we gather feedback from classmates. We can
identify the issues that are relevant to our classmates, and research how these
issues affect particular students.
2. In the second phase, coloured red, we act on this feedback. We bring the
feedback together and do something with it. (That’s our next topic, in a moment).
3. And in the third phase, coloured purple, we report back to our classmates any
information about progress made, or changes that will affect them.
1 min 4.4 Activity: Individual reflection – Acting on feedback

Once we have gathered feedback, the course rep is supposed to do something with it.
In fact, there are several things the rep might do.
Activity: For this activity, we need you to find the piece of feedback you designed earlier,
something to improve about your course. Alternatively, you can invent a new one now, or
you can choose one of these from the slide.
Make sure reps have chosen a piece of feedback, and then move to the next slide.
Page 42
3 mins 4.4 (continued) Acting on feedback
Here is the activity. We will give you two minutes to make brief notes about this question:
When student feedback has helped identify an issue that needs attention, what
does the rep do next?
The point is, your role is not just to collect that feedback and pass it on, but where
possible you can also work in PARTNERSHIP with staff towards solutions.
Here are four suggestions that may help with this activity:
1. Do you need to know more? What further research would you need to do to
understand the issue? Is this an issue elsewhere? Are there examples of better
practice elsewhere in the institution?
2. To whom should you take this feedback? To a staff member, to a meeting, to
the students’ association or student union?
3. Who can work in partnership to develop a solution? A staff member? The
students’ association? Classmates? How would you get this discussion started?
4. What is the timescale for the implementation? Is this a short-term fix or does
it need a longer-term approach?
These considerations are also listed in the PDF resource pack.
So, for your improvement point, devise a plan for what you would do next.
Play music for two minutes? No discussion here: feedback follows on next slide.
Page 43
2 mins 4.4 Acting on feedback – review of above activity
As a review of the above activity, here are some of the actions that reps can take:
• Contact other reps to find out whether this issue is unique to your course, or a
more general problem. (If your institution has a structure with lead reps or faculty
reps, they would be a good person to contact).
• Collate the student opinions into a concise and readable form. Remember to
REPRESENT the views of the whole class, not just some.
• Liaise with your staff contact and find out how you can deliver your feedback.
This might involve attending the meeting of the Student-Staff Liaison Committee,
SSLC, (or a similar meeting). (We will discuss attending meetings a bit later).
• Prepare for that meeting, and then attend it. (It may be an online meeting).
Optional – contributions from reps: Do any reps have other actions that they would
take, in terms of Acting on Feedback? Ask one or two reps to describe their
suggested actions.
3 mins 4.5 Reporting back to classmates; closing the loop

There is no activity in this section – this is just a straight ‘talk’ by the trainers.
This is the final stage in the course rep role.
Gathering student feedback helps us REPRESENT their views.
Then we work in PARTNERSHIP with staff to develop solutions.
And the third stage is to report back to classmates about the progress made. We call this
closing the feedback loop. Your classmates will want to know whether their feedback
has made a difference, and whether there will be any changes. If students see that their
issues are being dealt with (or understand the reasons where progress is not made) this
helps them to value the course rep system and continue to use it.
Page 44
Closing the loop – methods
Some of the methods we can use to report back to classmates are similar to the methods we have discussed for gathering
opinions. These two methods together can be very effective:
• Group emails can work in this situation quite effectively – although that depends whether your classmates are likely
to read their emails. Sometimes, short individual emails are appropriate in reply to classmates who have raised
specific points.
• Speaking directly to the class ensures that the rep is visible and keeps classmates informed. Liaise with your
tutor/lecturer to arrange how and when this can take place. It is usually preferable to speak at the start of the lesson
rather than at the end.
• Messages via a class online message board or teams chat, or similar online space, including a MS Teams page or
equivalent space.
Closing the loop – considerations
As with gathering feedback, reps should consider the advantages and disadvantages of any chosen method, particularly the
issue of reaching the whole class.
Here are some things to consider when feeding back to classmates:
• Decide what needs to be reported back, and to whom.
• Select an appropriate method, depending on the significance and quantity of your news. It can work well to report
back in the same method that you collected the information. For example, if you collected via email, report back via
email.
• Don’t just feed back on the wins. It is important to report back even if the news is not positive – your classmates
still need to know what has happened. Report on the successes, but also report when things did not turn out as you
had hoped or if there will be a delay.
Page 45
4.5 continued Closing the feedback loop
So if we return to this side that we saw earlier we can add a third part to the purpose of
the course rep. We now have:
• REPRESENTATION
• PARTNERSHIP
• FEEDING BACK TO STUDENTS / CLASSMATES
We are approaching the final sections of this training. There are two main topics remaining, and then some closing comments.
The next part of the training looks at two areas that fit into the middle part of the course rep cycle – taking action. We will
look at these two areas:
• How to give effective feedback – to staff and others.
• Attending student-staff meetings.
Page 46
Section 5. The ABCD of Effective Feedback (16 mins).
Section: This section looks at the ABCD of Effective Feedback.

16 mins
2 mins 5.1 Recap – The ABCD of Effective Feedback

We have seen that after we gather student feedback, reps are supposed to do something
with it. We can bring that feedback to staff and work in PARTNERSHIP with them towards
solutions and improvements. However, the way that we communicate that feedback to
staff may make a difference to whether they are keen to listen to us.
The ABCD of Effective Feedback is a tool that helps reps structure and communicate
their feedback to staff. Reps will remember this diagram from the online module. This
diagram shows the four considerations that help to ensure that feedback is effective.
Recap Activity
Start with this blank diagram and ask reps to remember what the four labels are, by
writing in the chat box. (Remind reps that the words begin with A, B, C and D).
Reps will provide responses (if online, in the chat box). Usually they will be correct, with
some minor variations. Trainers, give several reps a chance to respond before confirming
the correct answer - note that if the trainer says “Yes, that’s right” the first time someone
writes ‘Accurate’ then others may take that as a signal that they do not need to answer. To
encourage participation, try phrasing your comment a different way. e.g. “Dani has written
‘Accurate’ for the first one. Do you agree with that, or do we have any other suggestions
for ‘A’? How about the other missing words – what are B, and C, and D?”.
After about one minute, show the next slide to confirm the correct labels.
Page 47
1 min A reminder of the A B C D
We met the four points A B C and D in the online module. They are summarised on this
slide, and reps can find more details in the resource pack.
Briefly review the meaning of A B C and D.
Trainers, this is a brief recap. It is not necessary to read every word.

ABCD Description
This is more than being truthful. It is also about being precise, so

A you are well understood. Be specific, explain your point clearly, and
provide relevant data and/or evidence.
Accurate
This is about giving positive feedback, and not just complaining. You
B may receive negative feedback more frequently, but it is equally
important to emphasise the parts of the course that are good. This
Balanced
will help you to develop a good working relationship with staff and
may help them remain open to your suggestions.
This is about helping to find solutions to the difficulties raised. In

C some cases, students may be able to work in PARTNERSHIP with
staff to find solutions.
Constructive
This is about being tactful. Critical feedback does not have to blame
D individuals. Tackle the issue and not the person. Focus on the
learning of your class, not on the actions of your tutor.
Diplomatic
Page 48
3 mins 5.2 Activity: Using the A B C D This slide is animated.
This is a very brief activity – keep it quick, 15-20 seconds per item. Click for each new statement.
A reminder of what we mean by these four points.
The trainer reads out each statement from the table below. Reps type A B C or D in the
chat box. Trainer, give 5-10 seconds pause between each one, then confirm the correct
answer and move to the next statement.
The seven statements will appear on each mouse click.
Trainers (or the second trainer) may wish to paste these in the chat as they appear on the
screen. (This breaks up the stream of letters in the chat, showing more clearly which
response belongs with which statement).
Statement ABCD
1 We should pass on positive comments to staff, not just criticisms. B
2 Be specific and provide data and/or evidence. A
3 In addition to reporting difficulties, tell your staff member what is B

going well.
4 When we raise an issue, try to make a suggestion at the same time C

or offer help in devising one.
5 Classmates can sometimes suggest solutions and reps can discuss C

them with staff.
6 Go for the ball, not the player. D

(In other words, tackle the issue without blaming the person.)
7 There is no need to exaggerate; it is better to give a truthful A

account of the issue.
Page 49
2 mins 5.3 Activity: Using the ABCD to improve feedback
In larger online groups, trainers may divide into breakout groups for these activities.
In an in-person workshop, reps can discuss in small groups.
Statement 1 has a raw statement and an improved statement. Activity:
• Ask reps to choose which of A B C D has improved, and type this in the chat box
e.g “A and B”.
• Ask one or two volunteers to explain their choices, by comparing the new and old
statements.
Raw statement 1 Improved statement 1
Sociology is good but Ms Cornell The sociology module is popular and can be
doesn’t teach very well. Her lessons very interesting. Five students have requested
are quite boring – she just reads more variety in the way it is taught. Is it
paragraphs from the text book. possible to include a greater variety of learning
activities, rather than just listening to a lecture?
Give 1-2 mins for reps to suggest answers. Then move on to the next slide.
Note that the new colours on this slide correspond with the colours of A B C D.
What has been improved?
A. Accuracy. More information: five students B.
Balanced. Both positive and negative stated.
C. Constructive. A suggestion is included.
D. Diplomatic. We have avoided naming the staff member.
Page 50
2 mins Statement 2.
Ask reps to suggest ways to improve this feedback, according to the A B C D rules.
Raw statement 2
Everyone knows that this module is too difficult. I don’t understand the homework
assignments and we don’t get any help.
How can we improve this feedback?

Try to improve this statement.
In this case, ask the reps to focus on A (accurate) and C (constructive).
A. Accurate. Can this person describe what is too difficult? Is it understanding the
course, or understanding the assignment question? How many students are having
this difficulty? Several in the class, or just one? Does this student need some specialist
support, such as language support (perhaps their first language is not English), or
help in taking notes in class? If we can find out more, that will help staff know how to
address it.
C. Constructive. Can we make any suggestions? This person is (almost) asking for help;
what sort of help do they need? Another explanation in the next class? A short video
available online? A 1:1 with the teacher? Some peer-to-peer support with another
student? Make some suggestions that might help this student – or perhaps the need is
for several students.
Page 51
2 mins Statement 3.
Ask reps to suggest ways to improve this feedback, according to the A B C D rules.
Raw statement 3
Dr Davis is difficult to understand in online lessons.

Her sound keeps breaking up, and she puts too much information on each slide.
How can we improve this feedback?

Try to improve this statement.
In this case, ask the reps to focus on B (balanced) and D (diplomatic).
This is a tricky example, but reps will probably have some ideas.
B. Balanced. We could add a positive comment. Is the material interesting? Has Dr
Davis made good adjustments to teaching online? What else does Dr Davis do well?
D. Diplomatic. In this case, it is probably necessary to name (or at least identify) Dr
Davis. But make sure our comments tackle the issue and avoid criticising the person.
3 mins 5.4 Activity: Individual reflection using ABCD

A few minutes ago (the activity in section 2.4 and 4.3), reps began to develop feedback
relating to the course issue they have identified as something they would like to change.
Now, reps should return to that feedback and spend 3 minutes adapting their feedback in
the light of these four rules. We are looking for feedback that is accurate, balanced,
constructive and diplomatic.
Trainers, if you like, play some music that lasts 3 minutes, or place a timer on the screen.
This is an individual activity – reps do not need to submit their statement. Use this
opportunity to check the chat box for any questions that reps have asked.
Page 52
1 min 5.5 ABCD Final points
To summarise, this is a simple tool but can be helpful for reps. If we follow these simple
rules, we will find that our feedback is effective, and we can open a positive conversation
with staff.
Practical tip: this is not about writing elaborate sentences that meet all four rules. It is
better to write your feedback as normal and then check whether it breaks any of the
rules… and if it does, to rephrase that part.
Remind reps that the online module and the resource pack have details about the
ABCD tool and examples of how to word or reframe feedback in line with the tool.
Section 6. Attending Meetings (9 mins).

Section: This is an area that reps may not have realised was involved when they volunteered for the
role.
7 mins
Page 53
2 mins 6.1 Recap – Attending meetings
Like all parts of this training, attending meetings was covered in the online module. When
meeting with staff, reps can communicate the views of their classmates directly to the
people who can influence the way that the course is delivered. Therefore, if you get a
chance to attend meetings please do so. It is an important part of the role and can be very
rewarding.
Short activity: Show of Hands. (Or actually, using the Zoom Reaction emojis).
In-person: reps to raise one hand or both hands to indicate their answer. Show this slide to explain the
Online: reps to use the Zoom ‘reactions’ (heart, thumbs up etc) to answer. Reps can use the use of Zoom Reactions.
‘reactions’ emojis or add them in the chat box. Then stop sharing slides for the
If online, stop sharing slides for this activity. Note that different versions of Zoom have activity, so everyone can see the
different reactions – reps can use chat box if reactions are not available. gallery of faces.
Trainers, explain the response options for the first two questions. But you can vary these if
something different works better.
Online: Heart for very confident. Thumbs up for fairly confident. Otherwise blank.
In-person: Raise both hands for very confident. Raise one hand for fairly confident.
1. If you had to attend a meeting with other course reps to share the opinions of your
class, how confident would you feel?
2. If you had to attend a meeting with subject staff share the opinions of your class,
how confident would you feel?
Page 54
2 mins 6.2 Types of meetings Re-start
sharing slides.
In case you are panicking or confused, let’s say a little more about
In many
meetings. colleges and universities, reps are invited to attend meetings.
These meetings can take
place in-person or in an online environment.
The expectations vary depending
where you study, but here are some examples of meetings that reps may be asked to
on
attend:
Meetings with Students reps and several staff, such as

1. Meetings with a group of reps in your department or on Committee (SSLC) or similar
2. Meetings of several
faculty.
a Student-Staff Liais
e.g. meeting of reps with their lead rep or faculty rep. r staff, e.g. ‘Meet the principal’
names.
2. Meetings with officers or staff from the students’ 3. Meetings with senio
association, perhaps chaired by the Education Officer h representation and
events.
or the Student Rep Co-ordinator of the students’
Meetings are relevant to bot
association e.g. regular course reps meeting, annual ese meetings enable course reps
partnership:
course reps conference. Meetings with Staff their class or course.
• Representation: Th
1. One-to-one meetings with your course tutor, to discuss nts and staff can work together
to speak on behalf ofthe issued raised.
student feedback.
• Partnership: stude
towards solutions for
3 mins 6.3 Activity: Meetings for reps – your experiences
Describing meetings: Have any reps already attended any meetings in their role? Ask
one or two reps to describe meetings that they have attended. Or meetings that they
know will be part of their role. Who will be there, and what is the purpose of the
meeting? Use microphone – or ask reps to type a sentence each into the chat box.
Trainers, add detail or clarify if necessary; remind reps to read as well as type.
Page 55
2 mins 6.4 Preparing for meetings
Recap. What can reps do before, during and after meetings, to make good use of them?
Cover the table briefly – no need to read out every item.
Before meetings During meetings After meetings
Check the main topics of the Use the ABCD of Effective Report back a brief
meeting Feedback summary to classmates
Gather and summarise the Listen carefully and ask Follow-up with your tutor or
views of classmates questions the students’ association
Check with other reps to Take adequate notes so you Reflect on your own
understand areas of can feed back to classmates contributions – what could
common interest you improve next time?
A key piece of advice is – if you are not sure what you are supposed to do at a meeting (or
before / after the meeting), then ask. It is always ok to ask questions if you do not
understand, especially if no-one has told you what you are supposed to be doing. Be brave
and ask the questions, so you can be effective in your role.
Some reps will know that they have not yet been informed about any meetings. Trainers,
recommend to these reps that they contact their students’ association and/or their staff
contact in the subject area, to enquire how this aspect of their role is organised. Even if
meetings have not previously taken place, reps may be able to get them started. Remind
reps that the online module and the PDF resource pack have details about attending
meetings, including an expanded version of this table.
Section 7. Summary of the rep role and next steps (10 mins).
Page 56
Section: This final section includes a reminder of the support available to course reps to help them
fulfil their role, plus some resources, information about other opportunities for reps and a
10 mins
recap of the learning objectives for this training.
Half-min 7.1 Recap – Purpose, tasks and skills

We are approaching the end of the workshop, and I hope it has been useful for you. One
way of summarising the rep role is to describe the purpose, tasks and skills of course
reps.
Before we finish, let’s recap what the online module said about these.
Half-min 7.2 The purpose of a course rep

We already saw that the purpose of reps can be summarised in this way.
• REPRESENTATION
• PARTNERSHIP
• FEEDING BACK TO STUDENTS / CLASSMATES
Page 57
1 min 7.3 Tasks of a course rep
The slide shows a variety of rep tasks that we have mentioned in today’s workshop.
Expanded into longer phrases, these are:
1. Encouraging classmates to share their views.
2. Summarising feedback into a helpful form.
3. Attending student-staff committee meetings.
4. Working with staff to develop solutions.
5. Reporting back to classmates on any changes or outcomes.
6. Communicating with other reps to understand common themes.
Emphasise that ALL the tasks are important at different times, and the priorities of reps
may vary between different courses and different institutions.
Some institutions may have specific additional roles for reps. However, your core role as a
class rep always relates to learning and the quality of the Student Learning Experience.
1-3 mins 7.4 Skills that a course rep needs

The purpose of this activity is to help reps identify the skills that they already have, and
the skills they may need to learn, in order to fulfil the course rep role.
One of the benefits of working as a course rep is the way it helps us develop our skills for
life and skills for work. Read through the twelve skills listed on the slide and choose:
1. Two skills that you already feel confident at.
2. Two skills that you hope to develop further.
Trainers, decide how to structure this activity depending on the time available.
If you are short of time (or if reps are clearly restless), simply ask them to identify the
skills as described above, and then move on.
However, if you have sufficient time (and workshop discussions have been going well), ask
reps to share or discuss their choices (in pairs, via chat etc.)
Page 58
Alternative method – slide annotation
In an online workshop, some trainers prefer to use slide annotation for this activity. Reps
can mark their chosen skills with a star or an alternative ‘positive’ symbol, and then with a
question mark or an alternative ‘doubtful/negative’ symbol.
The stamps available to reps may vary depending on the version of Zoom and the device.
Where annotation does not work, reps can type into the chat box instead.
The slide shown here can be used to help reps find the annotate function. Once this has
been explained, return to the previous slide for the activity.
At the end of the above activity

Trainers may be able to comment briefly on the skills indicated in each case. Which ones h ave been chosen frequently, or less
frequently, or not at all? You may wish to reassure reps by repeating this comment from th e online module:
Don’t worry if you lack some of these skills. One of the benefits of taking new roles is that you will learn new skills whilst you
are doing it. Many of these will be transferable skills that will help you in your future life an d work.
Page 59
2 mins 7.5 Recap of main learning points
Briefly recap these points.
1. We will recap today’s session using the three parts of the course rep cycle.
In terms of gathering feedback from students:
• Represent the whole class – ask questions and collate the responses.
• The work of reps should focus on the Student Learning Experience; we met a
model of the SLE with seven aspects.
2. In terms of acting on feedback:
• When collating opinions for staff, remember the A B C D guidelines.
• Attend meetings and work in partnership with staff towards effective solutions.
3. In terms of reporting back:
• Remember to close the loop by keeping classmates informed on progress made
(and progress not made).
Page 60
2 mins 7.6 Recap – Support available to reps And
that’s it. We’ve almost finished!
Who is going to support you in this role? Who is there to help you do it well?
Read through the slide – emphasise the online module and the PDF resource pack, which
reps can access all year for support.
Support for reps is available from:
• Other course reps. It can be advantageous for reps to collaborate and work
together, pooling information and suggestions across several similar courses.
• Your students’ association and your institution. You should hear from your
students’ association from time to time. If you are receiving no contact and no
support, contact someone at the students’ association [student union] and ask
them what they do to support course reps throughout the year.
• The online CRT module is 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: Reminder: The resource pack can
www.sparqs.ac.uk . be downloaded at the end of the
online module. Also, reps may
• Support is also available from NUS Scotland, the national representative body:
have received a copy from their
www.nus.org.uk . student association.
Page 61
1 min 7.7 Future opportunities for reps
Read through the slide – opportunities available to reps.
Trainers may illustrate these points with your own experience, as appropriate or other
examples you know of.
Section 8. Review of workshop aims, further discussion and end of training (2 mins + 15 mins).

2+15 min
Page 62
1 min 8.1 Review of today’s workshop aims
Using this slide, briefly review the learning outcomes stated at the start of the session.
This workshop is designed to help course reps deepen their understanding of:
1. The purpose of course reps.
2. Factors that affect the learning experience of students, including the impact of
COVID-19.
a) Methods of representing classmates, including methods of communication with
classmates.
b) The ways that reps can work in partnership with staff in enhancing the quality of
the learning experience for students.
c) The support and resources that are available to reps throughout their period of
service.
We hope that you have learned at least one thing about each of these points. A working
knowledge of these will help you to perform your roles effectively. And you will continue to
learn by actually doing the job. Take advice and seek support where necessary, and you will
soon find you become confident in all these areas.
Page 63
optional 8.2 Activity: Share one thing
Optional activity for smaller groups, and where time is available.
Using the microphones, ask volunteers to state one useful thing they have learned from
this training.
1 min 8.3 Activity: Evaluation of the training

Thank everyone for coming and wish them well for their time as a rep.
Ask reps to complete the evaluation survey.
Trainers, you may wish to add a short message in the chat box, for example:
Thank you for participating in today’s training. Please help us by completing this
posttraining survey: NEED SURVEY LINK Thank you!
Trainers, amend this slide to provide your contact details (for sparqs ATs this is your
sparqs email address) so that reps can email you with any questions they may have about
the training. This happens only rarely, but some reps find it useful. However, you are not
expected to get into prolonged discussions with reps – if that occurs, please refer to the rep
to the student’s association, or alternatively to sparqs.
Page 64
Section: 8.4 Further discussion and end of training
Up to Reps that need to leave can do so. Other reps may wish to stay for a few minutes longer to
15 mins ask further questions and/or discuss the role some more. We recommend you restrict this
chat to no more than 15 minutes. Beyond this, reps with further questions can then contact
their students’ association or sparqs.
Where there are questions that relate to procedures at a particular institution, trainers
please advise reps to ask their students’ association (e.g. the person who supervises course
reps).
Final questions for trainers. Ask yourselves:

• Are there any final points to cover?
• Anything you wish to emphasise?
• Do you need to return to any questions that were asked earlier?
Licensed under a Creative Commons Attribution Non-commercial 3.0 licence. You are free to copy, communicate and adapt the work, so long as you attribute
sparqs. student partnerships in quality scotland (sparqs) is a Scottish Charitable Incorporated Organisation. Registration number SC046172
Page 65

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Introductory Course Rep Training 2023-24

Notes for workshop delivery 23-24

©2023. sparqs is a Scottish Charitable Incorporated Organisation. Registration number SC046172.

Notes for workshop delivery

Guidance for trainers ........................................................................................................................................

Section 1. Introductions and learning outcomes (17 mins)

Timings Tutor notes Slide

Section: The purpose of this section is to:

0.1 Before the start time

pronouns if you wish)

Section 3. The Student Learning Experience (SLE) (16 mins)

This activity has two purposes:

Continued on next page…

3. Here is a concise summary of this aspect.

• How the learning environment (classroom, labs, libraries) is used to support

• Whether these methods are accessible to all students.

• Whether assessments and deadlines are suitable.

• Information provided about onward opportunities and pathways.

2 mins 3.4 Questions relating to the SLE

Encourage reps to use the SLE questions with their class.

––– Break – – – (up to 10 mins)

Timings Tutor notes Slide

4.2 Students as experts

1 min 4.4 Activity: Individual reflection – Acting on feedback

3 mins 4.5 Reporting back to classmates; closing the loop

Timings Tutor notes Slide

Section: This section looks at the ABCD of Effective Feedback.

2 mins 5.1 Recap – The ABCD of Effective Feedback

Trainers, this is a brief recap. It is not necessary to read every word.

This is more than being truthful. It is also about being precise, so

This is about helping to find solutions to the difficulties raised. In

1 We should pass on positive comments to staff, not just criticisms. B

2 Be specific and provide data and/or evidence. A

3 In addition to reporting difficulties, tell your staff member what is B

4 When we raise an issue, try to make a suggestion at the same time C

5 Classmates can sometimes suggest solutions and reps can discuss C

6 Go for the ball, not the player. D

7 There is no need to exaggerate; it is better to give a truthful A

How can we improve this feedback?

Dr Davis is difficult to understand in online lessons.

How can we improve this feedback?

3 mins 5.4 Activity: Individual reflection using ABCD

Section 6. Attending Meetings (9 mins).

Meetings with Students reps and several staff, such as

Timings Tutor notes Slide

Half-min 7.1 Recap – Purpose, tasks and skills

Half-min 7.2 The purpose of a course rep

1-3 mins 7.4 Skills that a course rep needs

At the end of the above activity

Timings Tutor notes Slide

1 min 8.3 Activity: Evaluation of the training

Final questions for trainers. Ask yourselves:

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