The Role of a Course Rep

Introduction. 4

SAR’s are important. 6

Be Responsible. 8

Dealing with Issues. 12

Tips for being a great Rep. 16

CV Skills. 18

SAR FAQ. 20

Expectations Agreement. 22

In-tro-duc-tion

Introduction

The role of a Student Academic Representative (SAR) is one of great importance with the University, and plays a key part within maintaining quality in your academic experience. The role should be treated in a positive way and is much more than something to write on your CV without contributing anything, or a channel of passing on complaints to staff. Any problems can be highlighted but it also a way of advertising best practice within faculties and working together with academics to ensure the best experi-ence for everyone studying within your programme. The more input provided by SARS will lead to a much more beneficial and rewarding academic life for all students and will lead to a successful Student Academic Representation.

SARSareimportant

The Importance of being a SAR

There has been a shift in University Structures which means that an increasing emphasis has been placed on student involvement to aid decision making. SARs and the feedback they provide will benefit you, your fellow stu-dents, the University Of Cumbria and the Students Union. You are there to guarantee the the University Of Cumbria accounts for the needs of the students to ensure the best possible educational experience.

SARS Provide collectively:

A gateway for student views to be included in the • decision making process.

Promote the initiative of a ‘partnership’ between staff, • students, the University Of Cumbria and the Students Union.

Give students an opportunity to provide positive • criticism.

Give students the role of ‘members’ with the University • Of Cumbria and provide them with a sense of ownership over their educational experience because they have the power to influence change.

Your personal role as a SAR

You can make a positive difference to you and your • friends learning and university experience.

Develop effective working relationships with academic • staff whilst also taking part in a process which is providing better conditions for students.

Increase your interpersonal and employability skills. •

The SAR system may be at times, hard work but you should embrace the opportunity and enjoy yourself. The training sessions run by the Students Union are fun and informative and are an ideal chance to meet like minded students and network. You will enhance your existing skills as well as learning new ones. Employers look for students with extra skills and increased participation!

BeResponsible

Role and Responsibilities

As a SAR you provide the channel for students to contribute to shaping their learning process on their programme of study. You can build on improving the learning environment for current and future students. You are the bridge between staff and students; it is your duty to communicate the views of students to staff and then vice versa. Staff value student input. It allows modules to be updated and developed by a student led approach.

As a SAR you SHOULD:

Make yourself known to staff and students:Students on your programme need to be made aware of who you are, and where you can be contacted as soon as you are elected. Once they know who you are, you should encourage them to come and talk to you about any issues – positive or negative. The Students Union will provide you with posters to advertise yourself, and you should have access to the mailing list for your course, a quick introductory email will be beneficial, as well as standing up in lectures and making everyone aware of who you are.

Identify Student Issues The issues raised will be wide and varied, but should be of an academic nature. They should include quality of teaching and learning, and academic policy.

Represent the views of students. Your role as a SAR provides you with authority and influence, you have been elected by your peers to represent their interests. As with any elected official you must ensure that you are representing the views of your collective rather than just your own personal beliefs.

Attend PQC’s. University Policy requires that faculties hold Programme Quality Committees at least once a semester. These meetings are the primary means by which the student body is consulted about issues relating to the development of the programme, the way in which it is taught. As a SAR the key part of your role is to make sure you attend these meetings to provide your feedback to staff.

Provide Feedback on issues discussed. As well as providing staff with opinions in meetings, it is vital that you provide your fellow students with feedback from the PQC’s so they can be kept informed. This is fundamental because it shows that the SAR system is working.

Ensure Issues are taken to a higher level by communicating with the Academic Sabbatical.Communication between everyone crucial to ensuring the success of the SAR system. It is your responsibility to create and maintain effective links between yourself and the Students Union. Lorri Millar is the academic sabbatical for the 2011/12. Lorri should be contacted as she represents academic issues at the highest university levels.

Attend Training and other events that are organised on your behalf. The role of student rep will put you into situations that you may not have experienced before, and your actions can effect every other person on your course, therefore it is vital that you attend training sessions and events that the students union provide for you. This training plays a key role in ensuring that quality assurance and enhancement are issues that are understood by all SARS. Training sessions are also a great way of meeting fellow SARS and developing relationships with them.

ConfidentialityBeing a SAR is a role that carries a great deal of benefits and responsibility. It is critical to ensure that you understand when information is given to you in confidence, and it is essential that you do not repeat confidential information to your fellow students.

It is also just as important to gain and keep the trust of your peers. If a student comes to you and tells you something in confidence you must respect this and if you want to take the matter further you MUST get the written permission of the student. If they don’t ask you to act on their behalf, do not do it.

If you are worried that a student is in danger of harming themselves or others, please seek advice from the Advice Service based in the Students Union. The staff will give help and support with confidence and if they feel that the situation is beyond the academic remit they will take over the case for you. Contact them on suadvice@cumbria.ac.uk

REMEMBER – BAD ADVICE IS WORSE THAN NO ADVICE AT ALL!

You are not a qualified councillor or trained advisor. Full training is provided by the Students Union and it is crucial you attend to avoid being put into situations beyond your capabilities. Do not give out personal advice or support and make sure you know the details of the advice service to pass onto students.

Dealing with Issues

Dealing with Issues

What kind of issues will I deal with?

Students will have all kinds of issues ranging over a huge area. It is important that you ensure that you are raising only academic issues at the PQC.

Scenarios Include:

Course Structure – It is important that students have input in the strategic planning and decision making process. Are learning outcomes being met. How relevant is the programme to future study and employment.

Staffing – Are there too few staff in the department, what do staff do well, what could they improve on, do staff use techniques that should be used university wide. How useful is the personal tutor scheme, do the tutors make themselves available, are they approachable.

Resources – do the computers and books meet student needs

Assessments – Are the assessment and regulation procedures suitable for the programme. Is the communication of deadlines and hand in techniques communicated properly? Is information given on plagiarism, how useful is it. What feedback do you receive, is it prompt and effective. Do you have enough time to implement comments in your last essay before the next one is due in.

Student Progression – How many degree classifications are awarded each year. How many students drop out of the programme. How many students fail. How many students go into relevant graduate employment.

Teaching Methods – Are lecturers helpful, do they communicate well. This should be used to highlight areas of academic excellence as well as complaints. Should there be more/less lectures. What teaching methods would you find useful, what is the standard of handouts

Complaints – Complaints may not be dealt with quickly/appropriately or they may not be pursued because of fear of repercussions.

Student Development – Is the course providing opportunities for personal experience and key skill development?

Course Deadlines - Are lecturers changing deadlines without consulting students.

Lecture Rooms – Do lecture rooms have disabled access? Are they adequately heated, is there enough light, do they have the correct facilities.

Reading Lists – Are there sufficient books available, are the books in date.

Hidden Course Costs – Students being charged for books/field trips/specialist equipment.

Turnaround of Marked Work – Is this proving too long to wait.

Placements – Problems with Mentors, expectations of students on placements, work place bullying.

Quality and Standards – Are programme evaluation forms used, are the responses acted upon. Do you receive any information on what the faculty have done in light of these

questionnaires?

Do’s Ask for help when you need it – the Representation •

Facilitator is always on hand for advice and support. Email her at debra.robinson@cumbria.ac.uk

Check your University Email address regularly as this is •how you will be contacted, if you do not check your university email address you will miss lots of important information.

Make use of the support available to you. If you are •ever unsure about anything do not hesitate to contact the Representations Facilitator at the Students Union.

Don’tsDon’t expect students to come and find you, you must •

communicate with them and advertise yourself around the faculty.

Don’t just say what you think. You are not just representing •your own views, but the views of all the students on your programme.

If you are unsure of what the consensus is amongst your •programme, be honest and admit that and undertake to find out.

Don’t give advice or counselling on any issues relating •to individuals, such as bullying, harassment, complaints or

Tips for being a Great Rep

personal problems.

Meeting TipsBefore

Read the agenda and any attached papers. Get any •feedback on the proposed points.

If you cannot attend the meeting, you must send your •apologies to the Programme Leader and the Representation Facilitator as soon as you know you cannot attend. If you cannot attend you should try and submit a written report detailing the last three months of progress on your course.

During

Always be prepared and be on time •Write a list of points you want to make, and do not be •

afraid to make them. Remember you are representing the group of students, •

not just your own views. Be polite, wait for your turn to speak. Don’t just sit and •

complain, use the time to get the most from the meetings. Offer solutions as well as criticism. •

Tips for being a Great Rep

CV Skills

CV Skills

The current financial climate means that it is now more difficult than ever for students to find employment after graduating. Candidates now need to demonstrate that they have transferable skills as well as academic qualifications.

Becoming a SAR is an opportunity for students to gain employability skills.

Here is a list of some of the skills you can add:

Motivation – you can motivate yourself to find the time to enhance the student experience.

Confidence and Assertiveness – to put yourself forward and raise issues with staff.

Organisation and Time Management – to fit all the responsibility of being a rep around your studies.

Resilience – By not becoming disheartened when your comments are dismissed or a resolution is not possible.

Team working skills – by working with staff and other reps.

Interpersonal skills – by listening and communicating in a variety of different scenarios.

Initiative – by taking on issues and deciding how best to resolve them.

How many SARS are there?

The University is required to have at least one SAR per programme per year, however in some of the larger courses there may be more. There should be 1 rep for every 25 students.

How long are SARS elected for?

1 academic year, though they can choose to continue if they wish. They must re-stand for election.

SARFAQ

How much time commitment is required?

As a SAR you should attend a PQC every semester, as well as SAR training and spend time talking to your fellow students. You can put as much into the role as you wish.

How do I submit a paper to the PQC?

You should contact the Programme Quality Group administrator at SAMIS. This will be the person that takes minutes in the meetings. Your lecturer or the Representation Facilitator will know their name. Contact the administrator as soon as possible.

How do I give my apologies?

If you are unable to attend a PQC you must send you apologies as soon as possible, send them to the administrator, your lecturer and the representation facilitator. Your apologies will be formally recorded in the minutes. Try to send them at least 24 hours before the PQC.

ExpectationsAgreement

What we expect from you:

Attend SAR Training •To ensure students know who you are, and how you can •

be contactedTo collect feedback and information from the students •

you represent. To attend meetings and engage with online forums. •Raise Student Issues on a formal and informal basis. •Keep students updated with any progress or achievements •

you make To refer students with individual issues to the appropriate •

sources of help.

What you can expect from the Students Union

Training sessions to be provided •The Academic Sabbatical will highlight student issues at •

University level meetings.Ongoing support from the Representation Facilitator •An online presence for part time students and distance •

learners so they can engage with staff, even though they cannot attend meetings.

Certificates reflecting what training sessions you have •attended and an awards ceremony to provide recognition.

What you can expect from the University Of Cumbria

PQC’s to allow SARs to give feedback on their •programme.

Consolation on any changes•Actions on feedback •To be kept in the loop regarding feedback •A fair process for electing SARs •An opportunity to contact all students on your course •

through either mailing lists or designated time

www.thestudentsunion.org.uk