Your School


GeoSciences logo

Experience of Analysing Feedback - 4th year Class Rep

Fri 18 Nov 2016

We collected our data using the existing surveys given to us by the Teaching Office and by making our peers aware there we are the class representatives and then they came to us informally with feedback. The feedback we received as a year group was wholly qualitative and we analysed it in a meeting setting prior to the Student-staff Liaison meeting. Having looked through the survey responses, we set down and grouped the comments into categories all course lines or along subject lines/ For example, feedback about dissertation was one and personal tutor relationships was another.


The conclusions that we came to were that we should focus on talking about dissertation issues and the issues that arose on the Berlin field trip because they came up most frequently in the survey data. We then moved on to possible improvements and solutions which we had creatively and constructively come up with in the prior meeting. For example, many students expressed in the survey that they felt that the Research Design course, designed to help us write our dissertations had not been very effective in this aims because the lecture topics did not align with the assessment for the course which was a dissertation proposal. We proposed to rectify this by making each lecture focused on a chapter from the dissertation e.g. how to write a methodology, literature review etc. This seemed to go down well with the staff and they were pleased with the fact that we had come up with a feasible solution.


Intermediate Training - 4th year Geography Rep

Mon 14 Nov 2016

Today I attended the 'How to Achieve a Work/Life Balance' Intermediate Training Session delivered by the university's Welfare and Equality Officer.


I found it extremely beneficial, both personally and in terms of helping me to excel in my role of class representative.


The first section focused on self-assessment and the importance placed upon finding a healthy balance between work (university course, employment, class representative duties) and life (relaxation, friends, family). It focused on the term efficiency and ensuring that you factor in breaks to make the time you do spend working more productive which will ultimately lead to achieving greater personal satisfaction. I developed in this session skills in self-reflection and evaluation, both crucial competancies needed in my role as Class representative


We then looked at prioritising elements of your work load. I think this section was particularly useful as the course leader referred us to the website Trello. I belive this will be great for managing my work/life balance as you can colour-code your tasks on this application based on urgency. I will need to plan my time well, to accommodate this role into my university life and I think that the skills I have acquired in terms of time-management and learning to ask for support when needed will only improve my ability to perform well in this role.


Welcome to the School of GeoSciences Representation page.


Here you will find useful information about your School’s student representation system.


First of all, let us introduce you to your School Representatives. Each School has two School Reps whose role is to listen to you and bring any issues you raise to the relevant staff and committee meetings, such as the Student-Staff Liaison Committee or your School Council. In Geosciences, the Undergraduate School Representative is Shane O'Neill and the Postgraduate School Representative is Kristi Knudson. Feel free to get in touch with them if you feel that you have something important to say to the School! Your School also contains Class Representatives who work very closely with the School Representatives, EUSA and the staff to ensure you make the most out of your courses. Potential areas Class Reps may engage with are issues with feedback, course content, and suitability of assessment.


The School Council is a democratic structure and forum that enables you to take a proactive approach to your student life. It is a way for you and your coursemates to voice your opinions about what is going on in your School, and you are entitled to bring up issues and ideas that you consider relevant to the student experience in these meetings. You can ask your School Representatives to talk on behalf of you, or you can talk for yourself and count on their help to bring these issues forward and support you. They take place at least once a semester, so keep an eye out for updates from your Reps and don’t forget to attend – the more students that show up, the better! The School of Geosciences set up their School Council last year and the Reps did a great job at ensuring that discussion was taken forward to School Staff and authorities. The main issues for discussion included the proposed building move of Geography students out to KB.


There are also 3 PALS (Peer Assisted Learning Schemes) groups within GeoSciences - GeogPALS (Geography), GeoPALS (Geology) and EcoPALS (Ecology). These groups run group study sessions for first year students. They all are meant to run throughout the year and accessible for all students who have modules within any of these subjects.


For further information look for ‘GeoSciences’ on this page:


In addition to Peer Support opportunities, you can make use of School-specific societies. Whether you are looking for support in your studies, meeting like-minded students, networking or keeping up-to-date with your field of study’s latest news, they are the place to be! In the School of GeoSciences you can find the Geographical Society which runs a number of social events, including pub quizzes and the Annual Spring Ball. The School also contains the Geological Society which is the perfect place to meet people on your course in other years. The Geological Society runs lectures, field trips, and socials throughout the year.


If you believe something is missing from this page, please contact


Undergraduate School Representative