1. Class Rep Training, Development, and Support at Edinburgh University Tanya Lubicz-Nawrocka @TanyaLubiczNaw / @EUSAGetInvolved

2. Aims of the Session  To provide an overview of current Class Rep training, development, and support at EUSA  To look at (and get feedback on!) current challenges and plans to overcome them

3. Increases in Numbers of Class Reps

4. Increases in Class Rep Training

5. Class Rep Engagement at EUSA Class Reps Training Learning Lunches School Councils EUSA Committees SSLCs Edinburgh Award VLE / Open Badges

6. Class Rep Communication  Lists sent by Schools  Information availability  Class Rep Hub on website  Learn  Communication with Class Reps  Email newsletter  Facebook (Class Rep Group and Get Involved Page)  Twitter

7. Class Rep Training  Led by sparqs-trained Class Rep Trainers  A training session drawing on sparqs resources, tailored to Edinburgh University  Setting the scene of student representation and quality assurance  Working with students  Working with University staff  Working with EUSA  Challenge: ‘Mass training’

8. Resources  Undergraduate handbook / training and case studies  Postgraduate handbook / training and case studies  PG Rep Training – first time in Nov 2014  PGR Rep Coffee – first time in Feb 2015

9. Working with Students  Gathering feedback from coursemates / peers  Case Studies  Which are most effective?  EUSAY - eusay.eusa.ed.ac.uk eusay.eusa.ed.ac.uk

13. Working With Schools  Class Rep dual role working with EUSA and their School  Summer meetings with Heads of School & Directors of Teaching  School inductions/welcome events for Class Reps

14. Support and Development  Class Rep Learning Lunches  Edinburgh Award  Open Badges

15. Class Rep Support and Development Class Rep Lunches Meet the Deans Events Skills devpt: ‘Managing Your Digital Footprint’ Working with the University Informing the L&T Vision Engaging with sabbs and their campaigns

16.  Edinburgh Award  Input 1 – goal-setting  Input 2 – self- assessment, peer assessment, and reflection  Input 3 – self- assessment, peer assessment, and reflection on impact Class Rep Support and Development

17. Open Badges

18. Areas for Development  Working at scale  Online initial training & in person skill development sessions  Class Reps using EUSAY to solicit feedback from coursemates  Submitting a question for students to comment on  Proposing a solution to a local issue which students can vote on  Putting out a call for topics to discuss at an upcoming SSLC  Continued enhancement of Postgrad Rep engagement  Open Badges – sharing success stories

19. Co-Creation & Representation Co-Creation of the Curriculum Student Feedback Students as Experts in their Own Learning

20. Thank you!  Questions?  Comments?