Class Representation Guidelines

These guidelines apply to all students and staff members of Waipapa Taumata Rau - University of Auckland (the "University"). 

To provide further background and information to support the implementation of the Class Representation Policy and Procedures for staff members and students involved in the class representative system.

The University values student representation and student feedback as a core mechanism for maintaining academic quality and social experience, and to promote a learning and teaching partnership between the University and students.

Student representation plays a vital role in the University of Auckland community, ensuring the student voice is heard at various levels of the institution. The University acknowledges that student representatives play a key connecting role between students, Te Rōpū Kahikatea Auckland University Students’ Association (AUSA) and University staff. 

The role of the class or year representatives

Class representatives (class reps) are students appointed to represent the collective interests and concerns of their fellow students in a course, programme, or cohort. As a class rep, you should:

• Act as a link between students and staff, and be a first point of contact for students with concerns about their course or programme.
• Listen carefully to student concerns and refer issues appropriately and sensitively to the correct person or committee. 
• Represent the collective views of the class or cohort, striving to be inclusive and to reflect the diversity of the student body. 
• Communicate regularly with your peers and with course staff throughout the semester, including completing the student e-Voice Diary. 
• Make yourself known to students in class, and ensure your contact details are listed on Canvas. You may also create social media pages as informal forums for class members. 
• Attend all relevant SSCC meetings and AUSA training sessions. 
• Complete the AUSA training programme for class representatives. 
• Adhere at all times to the University’s Code of Conduct and maintain student confidentiality. 
• Taking up the role of class representative can help you develop key employability skills, including teamwork, problem-solving, communication, leadership, and public speaking. Service as a class representative may be eligible for recognition through the University’s Co-Curricular Recognition Programme and through AUSA. 
• To ensure that the role can be performed effectively alongside academic and personal commitments, a student should not normally act as a class representative for more than two courses within the same academic term, unless appointed to represent a cohort, programme, group of courses, or equivalent structure.

To ensure that representatives can effectively perform the role alongside academic and personal commitments, a student should not normally act as a class representative for more than two courses within the same academic term, unless appointed to represent a cohort, programme, group of courses, or equivalent structure.

Election and appointment of class or year representatives

• Class representatives must be elected or appointed within the first two weeks of a semester or quarter, to ensure they can complete the training provided by AUSA. 
• Course directors are responsible for ensuring that teaching staff working with the class during the first two weeks are aware of the Class Representation system and how to conduct an election. 
• Teachers should use the slide and video on the Class Representation Resources website to inform their class about the role of class rep and how the system works. 
• An election may take place in class or online. In class, candidates should be given the opportunity to speak to the class, and a vote can be held by show of hands or another method of the teacher’s choosing. Online, Canvas, Qualtrics, a Doodle Poll, or another accessible method may be used.
• The election process must be equally accessible to all students enrolled in the course. 
• Where there are no volunteers for the role, the course director or Programme Director may appoint a representative directly. In all cases, the appointee must be acceptable to the students being represented. 
• The name and contact details of the class rep should be included on the course Canvas page as soon as possible after appointment.

Determining the number of Class Representatives

• The number of class representatives appointed should reflect the size, structure, delivery mode, and complexity of the course, programme, or cohort. 
• Academic units are encouraged to adopt a tiered or ‘bracketed’ approach rather than a strictly linear model. This allows flexibility for courses with different student populations, delivery methods, or pastoral requirements. 
• Faculties and academic units should work collaboratively with AUSA to develop examples and scenarios that best reflect their teaching environments and student needs. 
• The following table provides indicative guidance. These figures are indicative only and should be applied flexibly: 

Escalation Matrix / Complaint Workflow

Class Representatives may receive a wide range of concerns from students, including academic, administrative, social, or operational matters. The role of a Class Representative is not to personally resolve every issue, but to listen, support students appropriately, and ensure concerns are directed to the correct person, service, or committee for resolution. 

The following escalation process should generally be followed: 

AUSA Student Voice

Class Representatives may contact the AUSA Student Voice when:

• They wish to escalate an issue and are unsure of the appropriate point of escalation. 
• Previous attempts to resolve or escalate a matter through established channels have not resulted in a satisfactory outcome. 
• They are reluctant or uncomfortable approaching University staff directly for any reason. 
• They would like advice or support regarding a personal matter affecting their role or student experience. 
• A student has approached them with a personal matter, and they require guidance on appropriate support, referral, or escalation pathways.

Additional Guidance on escalation 

• Representatives should attempt to resolve concerns at the lowest appropriate level before escalating further.  
• Matters involving student safety, discrimination, harassment, bullying, or wellbeing should be referred immediately to the appropriate University support services or emergency procedures where required.  
• Class Representatives should maintain confidentiality and professionalism when handling student concerns.  
• Anonymous or sensitive concerns should be managed carefully and escalated through appropriate channels.  
• The e-Voice Diary should be used to document ongoing themes, recurring concerns, and significant issues affecting the student experience.

Student-Staff Consultative Committees (SSCCs)

SSCCs at academic unit and faculty level allow students and staff to discuss issues of mutual interest. They are a forum for information-sharing, the discussion of ideas, and the resolution of problems. SSCCs can also be used to identify good practice that should be shared more widely.

Class representative responsibilities at SSCCs

• Canvass students on matters to be discussed at SSCC meetings before each meeting. 
• Attend all scheduled SSCC meetings. Where a representative neither attends a meeting nor provides apologies or feedback in advance, this will be recorded as an absence rather than an apology. 
• Report on the experiences of students and significant matters arising in their course(s) and/or programme(s) at each meeting. 
• Report back to their student cohort on the outcomes of SSCC meetings. 
• Participate in any discussions or provide feedback on other matters where the faculty seeks student input outside of meetings.

Staff responsibilities at SSCCs 

Teaching staff should actively support feedback collection and create opportunities for meaningful student engagement. This may include: 

• Allowing time during class for feedback collection. 
• Sharing QR codes linked to surveys or feedback forms during lectures. 
• Facilitating Ed Discussion or Canvas-based conversations. 
• Incorporating informal check-ins during teaching sessions.

Recommended SSCC Meeting Schedule

Note: Academic units may adjust schedules depending on teaching periods, quarter structures, or programme requirements.

Agenda and Record-Keeping

Clear agendas and accurate record-keeping are essential to ensure continuity, accountability, and transparency within SSCC processes. 

SSCC meetings should include:

• A circulated agenda in advance of meetings 
• Recorded minutes and action items 
• Identified responsible parties and timelines 
• Follow-up on previous actions and unresolved issues.  

Faculties and academic units are encouraged to use standardised templates for agendas and minutes. 

Suggested agenda topics include:

• Course delivery and teaching experience  
• Assessment and workload  
• Student wellbeing and support  
• Learning resources and facilities  
• Communication and engagement  
• Equity and accessibility matters  

Suggested sources of information include:

• Student feedback surveys  
• e-Voice Diary themes  
• Canvas/Ed Discussion feedback  
• SET evaluations  
• Direct representative feedback.

Referral between SSCCs 

Academic unit SSCCs should refer unresolved matters or substantive issues of interest to Faculty SSCCs. Faculty SSCCs may in turn refer matters of wider relevance to the Vice-Chancellor’s Student Consultative Group or the AUSA Student Council. Faculty SSCCs may also update students on the faculty’s response to general learning and teaching matters identified through student feedback mechanisms such as SET evaluations and the Learning and Teaching Survey.

Faculty SSCC student chairs

• Appointing student chairs for Faculty Student-Staff Consultative Committees (FSSCCs) helps students feel comfortable raising issues of concern and ensures the forum works for students. 
• Default appointment - By default, the student chair of the FSSCC should be a representative of the faculty students’ association. AUSA is responsible for facilitating the appointment of student chairs and will communicate with the relevant faculty and faculty students’ associations at the start of each year to initiate the process. 
• The student chair should ideally have some prior experience in student representation and/or chairing or leading student groups. The student chair will have a senior academic staff member as co-chair or deputy chair to support them. 
• Process options for choosing a student chair - Different models may be employed to suit different faculty circumstances:

Option A: Single Student Association:

In faculties that have a single, representative student association, it may be practical for one of the leaders of that association to stand as chair of the FSSCC. 

Option B: Multiple Student Associations:

Where a faculty has multiple representative student associations, an annual discussion should be held between those associations and the Associate Dean (Learning and Teaching) to agree how the chair role can be managed fairly. Options include co-chairs, deputy chairs, alternating semesters, or another arrangement to which all parties agree.

Option C – Open election

Some faculties may wish to open the chairing opportunity to students from outside their faculty student associations. In this case, the Associate Dean (Learning and Teaching) and the class representatives nominated to sit on the FSSCC will elect a chair from students who have put themselves forward. A professional staff member with responsibility for student engagement will coordinate the election process, using Canvas, Qualtrics, or a similar tool.

Responsibilities of the student chair include:

• Setting (with the faculty) the time of FSSCC meetings. 
• Proposing items for the agenda and/or collaborating on a draft agenda with the Associate Dean (Learning and Teaching). 
• Facilitating discussion in meetings, including ensuring all members understand the issues being discussed. 
• Keeping meetings to time and enabling decision-making. Approving meeting minutes. 
• Reporting back to constituents on the outcomes of identified issues. 
• Reporting to the AUSA Student Voice Manager on meeting outcomes.

Approximate time commitment is:

• Several hours before each FSSCC meeting: agenda-setting, review and preparation. 
• Attendance at formal FSSCC meetings. 
• Several hours after each meeting: reviewing and approving minutes, communicating outcomes. 
• Ad hoc meetings with the Associate Dean (Learning and Teaching) or other staff to address matters arising between meetings. 

Support for student chairs:

• Student chairs will be supported by the Associate Dean (Learning and Teaching), AUSA, and the professional staff member(s) supporting the SSCC. Chairs should ensure that the work of student representatives is acknowledged and recognised, for example through formal thanks at the final meeting of the year, or a summary of SSCC achievements in faculty newsletters or websites. 

Format of SSCC meetings

• SSCCs work best when all members participate. 
• The format of the meeting should be the mode in which attendance is best facilitated. Online, hybrid, and face-to-face meetings may all be considered. The chair should ensure the meeting format works for all participants and is constructive. 
• SSCC meetings should be held in hybrid mode where possible, to enable class representatives to attend either in person or online. 
• If meetings take place in person, refreshments should be provided by the faculty and organised by a professional staff member with responsibility for student engagement.

Reporting on outcomes

• Staff and student members have a shared responsibility to ensure that outcomes from SSCC meetings are shared with the wider community. 
• SSCC minutes will be made available on the relevant University website and can be promoted through academic unit or faculty communication channels. 
• Student chairs and representatives should report back to their constituents on the outcomes of identified issues. 
• Student chairs of FSSCCs should report back to the AUSA Student Voice Manager on meeting outcomes. 
• AUSA provides regular reports on issues identified through the e-Voice Student Diary. Reports are published on the AUSA website and shared with student leaders. 
• The Student Consultative Group and/or AUSA Student Council may review and discuss issues raised in FSSCCs that relate to the wider student experience.

Student Consultative Group and AUSA Student Council

• The Student Consultative Group and/or AUSA Student Council may review and discuss issues raised in faculty SSCCs that relate to the wider student experience. Student representatives on University-level committees may put forward issues raised by SSCCs. 
• AUSA provides regular reports on issues identified through the e-Voice Student Diary. Reports are published on the AUSA website and shared with student leaders.

The following definitions apply to this document:

Academic unit means department or school. 

Academic unit (school, department, discipline) Student-Staff Consultative Committees (academic unit SSCC) means a committee comprised of class/year representatives and academic staff members which considers and acts issues of concern for students in the academic unit. 

AUSA Student Voice Manager means a staff member of the Auckland University Students’ Association who is responsible for coordinating training, communication and advice to class and year representatives. 

AUSA Student Council means a council of students comprising AUSA Executive members, the Class Representation Manager and faculty association presidents which meets monthly during the academic year. 

Class representative means a student enrolled in a course or programme who is selected by students in that course or programme to facilitate communication between staff and students enrolled in that course or programme. 

Faculty Student-Staff Consultative Committees (faculty SSCC) means a committee comprised of elected academic unit class representatives and academic staff members of the committee to discuss issues referred from academic unit SSCC meetings. 

Staff member refers to an individual employed by the University on a full or part time basis. 

Student Consultative Group is a forum for senior University staff and student representatives to share information and perspectives on strategic issues affecting the student experience at the University. 

Te Rōpū Kahikatea Auckland University Students’ Association (AUSA) is the voluntary students’ association at the University of Auckland. 

University means the University of Auckland and includes all subsidiaries. 

Year or cohort representative means a student enrolled in a year-long programme selected by students in that programme whose role is to facilitate communication between staff and students enrolled in that programme. 

Include the following:

• AUSA Constitution
• Class Representation Policy and Procedures
• Student Academic Complaints Statute
  
• Student Charter
  

Owner: Pro Vice-Chancellor (Education)
Content manager: Manager, Academic Quality Office and AUSA
Approved by: Pro Vice-Chancellor (Education)
Date approved: 8 Dec 2021
Reviewed date: June 2026
Next review date: June 2031