# Partnering with class representatives to enhance student engagement

**Source**: https://teachwell.auckland.ac.nz/teaching/relational-learning/working-with-class-representatives/
**Parent**: https://teachwell.auckland.ac.nz/

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 — Working with class reps

# Partnering with class representatives to enhance student engagement

A guide for University of Auckland teachers on how to collaborate effectively with class representatives. Learn what class reps do, what they don’t do, and how to gather formative feedback.

## On this page

- [What does a class rep do?](#what-class-rep-do)
  - [Role scope: do’s and don’ts](#role-scope)
- [Strategies for effective engagement](#strategy-class-rep-comm)
  1. [Facilitate early elections and visibility](#facilitate-early-elections)
  2. [Establish a routine for communication](#routine-for-comm)
  3. [Encourage formative feedback](#encourage-formative-feedback)
  4. [Close the feedback loop](#close-feedback-loop)
- [FAQs](#FAQs-teacher-class-rep)
- [Support](#support)
- [Resources and policy](#resources-and-policies)

Partnering with your class representatives (class reps) is one of the most effective ways you can foster a positive learning environment. When you ask yourself, “**How can I use my class rep as a teacher?**” the answer lies in viewing class reps as partners who help resolve minor issues before they escalate, and increase overall student engagement.

This guide outlines how to empower your class reps, streamline communication, and make the best use of the Staff-Student Consultative Committee (SSCC) (see [Class Representation Policy,](https://www.auckland.ac.nz/en/about-us/about-the-university/policy-hub/education-student-experience/student-voice/class-representation-policy.html) §20).

###

## What does a class rep do?

To get the most out of this relationship, it is vital to understand the scope of their role, and what they can do or don’t–and shouldn’t. Class reps are elected student leaders who facilitate the “**student voice**,” acting as a conduit between the student body and academic staff.

They are **not** administrative assistants. You are kindly invited to refer to the [Class Representation Policy](https://www.auckland.ac.nz/en/about-us/about-the-university/policy-hub/education-student-experience/student-voice.html) (§7), [Class Representation Guidelines](https://www.auckland.ac.nz/en/about-us/about-the-university/policy-hub/education-student-experience/student-voice/class-representation-guidelines.html), and [AUSA guidelines](https://ausa.org.nz/speakup/classreps/), as the responsibilities of class reps are specific.

### Role scope: Do’s and don’ts

What class reps do

Act as a conduit for feedback (positive & negative) between students and staff.

Attend SSCC meetings to represent collective student views on course/dept issues.

Report back to the class on outcomes, decisions, and SSCC discussions.

Maintain confidentiality regarding student identity when raising sensitive issues.

Signpost peers to support services (e.g., AUSA Advocacy, Te Papa Manaaki | Campus Care).

What class reps don't do

Take attendance or assist with administrative tasks for the teacher.

Handle formal complaints regarding serious misconduct or harassment (refer these to AUSA or key support services).

Tutor peers or mark other students' work.

Act as a counsellor for personal student problems.

Fix IT issues or resolve technical Canvas problems.

Detailed information regarding the expectations of this role is available via a video on the [AUSA website](https://ausa.org.nz/speakup/classreps/).

## Strategies for effective engagement

Here are some tips and tricks to foster engagement with your class reps.

### 1. Facilitate early elections and visibility

Ensure class reps are elected early in the semester (during weeks 1–2).

The number of reps elected depends on the size of your class; check the Policy for the required number of reps. Once elected, give them space in class to introduce themselves and pin their contact details to your [course contact page in Canvas](https://teachwell.auckland.ac.nz/canvas/canvas-baseline-practices-2/2-orientation-to-course/#2-2). Visibility is key to them being approachable to their peers. A suggested procedure for calling an election is outlined in the FAQs section below.

### 2. Establish a routine for communication

Don’t wait for the formal SSCC meetings to hear from your reps. Set up a brief, informal check-in (e.g., 5 minutes before or after a lecture, or a quick email) every few weeks. This helps build a relationship where they feel comfortable raising concerns informally.

### 3. Encourage formative feedback

While end-of-course evaluations are summative, [formative feedback](https://teachwell.auckland.ac.nz/formative-evaluations/) allows you to make improvements while the course is still running.

- The Auckland University Students’ Association (AUSA) encourages class reps to gather informal feedback from their peers at around weeks 5 and 9.
- Invite class reps to share summarised and anonymised feedback with you, to avoid duplication of effort if you would otherwise gather feedback yourself.
- Alternatively, set up your own [formative evaluation surveys](https://teachwell.auckland.ac.nz/professional-learning/formative-evaluations/) and discuss the results with your class reps to decide on actionable changes.

### 4. Close the feedback loop

The most critical step in this process is letting students know they have been heard. If your class rep brings up an issue:

- **Acknowledge it:** Thank the students for the feedback.
- **Act on it:** If a change is possible, implement it and explain why.
- **Explain it:** If a request cannot be met (e.g., due to policy or resource constraints), explain the reasoning clearly.
- **Announce it:** Use Canvas announcements to say, “Your class reps raised X, and in response, we have done Y.”

## FAQs about teacher – class representative collaboration

### How might I facilitate a class rep election for my class?

Two weeks prior to semester, the Auckland University Students’ Association (AUSA) coordinates with Group Services administrators who distribute information to course directors for calling class rep elections. The elections should be held within the first two weeks of teaching. The Policy states how many reps your class size requires.

A common low-tech approach to facilitating elections is via announcement on Canvas calling for self-nominations. We suggest course directors do this within the first week. Volunteers reply to your announcement with a brief biography. Then course directors remind their class to vote for a candidate. This can be achieved with a simple ‘like’ (students click the thumbs-up icon) on the candidate’s reply. The candidate who receives the most likes becomes the elected class rep.

NB: Facilitating elections online, rather than in class, provides opportunity for all students; not just those who were able to attend an in-person election.

Elected reps should introduce themselves to the class by the end of week 3. You may consider posting an announcement on their behalf or provide a general discussion thread for them to post a message themselves.

### What are a class representative’s responsibilities?

A class representative is responsible for:

- Representing the interests and concerns of students in course(s) or programmes for which they are appointed.
- Being available and accessible to students in the course(s) or programme(s) for which they are appointed as a class representative.
- Participating in the relevant Student-Staff Consultative Committee (SSCC) for their course or programme.
- Reporting on matters affecting students’ learning in the courses or programme for which they are appointed as a class representative.
- Undertaking training and engaging in activities specified in the Procedures.
- Contributing to the AUSA’s feedback to faculties through sharing advice on matters in their courses and/or programmes.
- If appointed to Faculty Student-Staff Consultative Committees (FSSCC), reporting on matters of students’ interests for their academic unit, programme and/or subject, and considering these and other matters at faculty or University level.

Detailed information regarding the expectations of this role is available via video on the [AUSA website](https://ausa.org.nz/speakup/classreps/).

Note: To ensure that the role can be performed well alongside other commitments, a student may not act as class representative for more than two courses in one academic term unless appointed for a cohort of students, group of courses, and/or a programme.

### What are the course director’s responsibilities?

Course directors are responsible for:

- Ensuring that a class representative(s) is appointed for their course.
- Facilitating class representatives’ communication with students, including making their contact details available to students in the course.
- Consulting the class representative(s) on matters of concern to students and students’ satisfaction with the progress of the course.
- Advising the class representative(s) of actions taken in the course in response to student feedback.
- Communicating directly with students in response to matter raised by the class representative(s).

### What are the programme director’s responsibilities?

Programme Directors are responsible for:

- Ensuring that a class representative(s) is appointed for cohorts of students where class representatives are not appointed for individual courses.
- Ensuring that a class representative(s) is appointed for cohorts of students undertaking supervised research.
- Facilitating class representatives’ communication with students, including making their contact details available to students in the courses and/or in programmes.
- Consulting the class representative(s) on matters of concern to students in courses and/or undertaking supervised research.

### Are teachers expected to inform class reps of their duties?

No, training is provided by the Auckland University Students’ Association (AUSA). They keep a record of class reps and invite them to undertake a self-paced online course. The course outlines their duties and provides guidance on developing working relationships with students, teaching staff, AUSA, and their Group Services administrator.

AUSA also provides support for class reps during the semester, including when to solicit class feedback (via an electronic ‘e-Voice’ survey). The feedback in turn informs the Student Staff Consultative Committee of concerns, if any.

### What is the Staff-Student Consultative Committee (SSCC)?

The SSCC is a formal meeting held at least twice a semester where class reps and staff discuss course and departmental matters. It is the primary forum for recording and addressing student feedback at a programmatic level. Group Services administrators organise three meetings, which are student-led and attended by faculty staff representatives.

### How do students remind themselves who their class rep is?

AUSA maintains a record of registered class reps. Ideally, add their details to your Canvas course or place a link to the AUSA website where students can [search the directory on the AUSA website](https://ausa.org.nz/speakup/classreps/).

### Isn’t this just like SET, i.e., another way for the University to measure my performance as a teacher?

No. Feedback solicited by class reps is not intended to gauge an individual’s performance, rather, it provides a two-way conversation between the University and our students. Think of it as an opportunity to enhance the teacher-student relationship and to gain insight of your course from their perspective. Consider enquiring about the types of survey questions the student reps are asking the class, and whether your reps are happy to share summarised and anonymised feedback—having transparency on the process may lead to positive/constructive engagement—though bear in mind, there is no requirement of them to do so.

### Who is this relevant to?

The class representation system pertains to Tertiary Foundation Certificate courses, undergraduate and postgraduate taught courses. Research masters and doctoral students are not within scope but must have alternative channels of feedback e.g., through their supervisors and postgraduate advisors.

### As a teacher, can I make enquiries with AUSA regarding the class representative system?

Absolutely, enquiries from staff are welcome via [classrep.equiries@ausa.org.nz](mailto:classrep.equiries@ausa.org.nz)

## Support

For any enquiries, contact the Auckland University Students’ Association (AUSA) via [classrep.equiries@ausa.org.nz](mailto:classrep.equiries@ausa.org.nz)

## On this page

- [What does a class rep do?](#what-class-rep-do)
  - [Role scope: do’s and don’ts](#role-scope)
- [Strategies for effective engagement](#strategy-class-rep-comm)
  1. [Facilitate early elections and visibility](#facilitate-early-elections)
  2. [Establish a routine for communication](#routine-for-comm)
  3. [Encourage formative feedback](#encourage-formative-feedback)
  4. [Close the feedback loop](#close-feedback-loop)
- [FAQs](#FAQs-teacher-class-rep)
- [Support](#support)

## Resources and policy

- [Class Representation Policy and Guidelines](https://www.auckland.ac.nz/en/about-us/about-the-university/policy-hub/education-student-experience/student-voice.html): The official University policy governing the system.
- [AUSA Class Reps Hub](https://ausa.org.nz/speakup/classreps/): Guidance for students on their role and responsibilities.
- [Formative evaluations](https://teachwell.auckland.ac.nz/professional-learning/formative-evaluations/): Tools and questions for gathering mid-semester feedback.
- [Student Voice Policy](https://www.auckland.ac.nz/en/about-us/about-the-university/policy-hub/education-student-experience/student-voice.html): The overarching principles of student partnership at the University.
- [TeachWell policy guide](https://teachwell.auckland.ac.nz/policy/): Explore our full collection of policies and guidelines curated specifically for teaching staff.

*Page updated 16/03/2026 (minor edit)*