The CR Survey

The Role of a Class Representative at IIT Bombay

Class Representatives (CRs), as the name suggests, are responsible for establishing a smooth communication channel between their peers and professors. To gain a deeper understanding of this POR, we conducted a survey and a series of interviews with CRs across different years and departments. This article presents our findings, shedding light on the responsibilities, perks, challenges and other aspects associated with this POR.

Why They Became CRs

Major reasons for becoming a CR included bonding with batch, prof connect, and resume boost. Others were persuaded – or even coaxed – by friends to take up the position. Personal motivations also played a role; for instance, some became a CR to connect with batchmates, some wanted to contribute to their department and bond with seniors, while some stepped into the role in the second year to push themselves out of their comfort zone. For example, based on the survey, 12 out of 25 respondents who held a CR position in their first year didn’t see being a CR as just a leadership goal; rather, it was their golden ticket to building a ‘prof connection’!

Being a CR is no easy task. They often find themselves answering queries at odd hours, such as “Bhai, end-sem reschedule karvado” or “Is there class tomorrow?” Managing unrealistic expectations is another significant challenge – students sometimes expect CRs to change deadlines, retrieve exam papers, or convince professors to reschedule quizzes for trivial reasons like attending too many birthday parties. In fact, 14 out of 25 respondents rated the stress of the role as 3 or higher on a scale of 1-5, highlighting how demanding the position can be.

Additionally, CRs must maintain the delicate balance between student demands and faculty expectations. Professors may develop a negative bias toward CRs who frequently bring student requests, making it difficult for them to make certain changes. In departments with larger batches, the workload is even heavier, requiring constant communication and coordination within the faculty. Survey data shows that dealing with unresponsive professors or administration is a common hurdle, adding to the coordination burden.

The primary responsibilities of a CR involve acting as a medium between students and faculty. This includes:

Communicating deadlines, quiz schedules, and general student concerns
Requesting deadline extensions when necessary
Managing logistics and coordinating information for the batch
Organising resources (in some departments, CRs maintain shared Google Drives with updated course materials)

The extent of a CR’s involvement varies. While some take an active role in organising resources and advocating for student needs, others limit their contributions to essential communications. The role demands patience, problem-solving skills, and the ability to make real-time decisions that balance faculty and student expectations.

From the lens of CRs

At IIT Bombay, the experience of being a CR is unpredictable – both challenging and rewarding. Some students actively seek out the position, while others take it up reluctantly. As one CR admitted, “I was too nervous to even try in my first year, but I’m glad I went for it in my second.”

For some, being a CR even changed their academic habits. One CR noted, “I stopped skipping classes because I had to be there for regular updates. It made me more sincere in ways I hadn’t expected.” The role provided personal growth, helping CRs develop better communication, leadership, and organisational skills. In fact, 18 out of 25 respondents found personal growth the most fulfilling aspect of being a CR, highlighting improved communication and leadership skills, as well as the sense of accomplishment when things run smoothly.

However, CRs often find themselves caught between conflicting expectations. Professors assume they can manage the class, while students see them as the go-to person for everything – from scheduling conflicts to syllabus clarifications. In reality, CRs often act as mediators, ensuring smooth coordination without overstepping their role.

The position also comes with amusing and unexpected moments. Some students make bizarre requests, such as asking a professor to shift a quiz because their LAN cable wasn’t working, or attempting to reschedule exams due to a cricket match. Despite the occasional frustration, CRs find these moments entertaining and learn to navigate the humour in their responsibilities.

Challenges & Responsibilities

CRs juggle multiple responsibilities while balancing academics and batch requirements. Some key challenges include:

1. Managing academics alongside the demands of the role and fulfilling commitments made during elections.
2. Handling faculty perceptions – some professors may develop a negative bias toward CRs who frequently advocate for student concerns.
3. Navigating challenging student requests that require multiple meetings with professors before approval.

One CR summarised the job as follows: “The primary tasks involve communicating with professors regarding deadlines, quiz scheduling, and general student concerns. Deadline extensions aren’t frequent, but we act as the bridge between students and faculty when necessary.”

The role’s workload also depends on the department. In branches like Chemical Engineering, CRs must actively manage a Google Drive with updated course materials, also they have to manage the backlog students from previous year taking courses relevant to the CR’s current year, whereas the same is not the case in other departments like EP(Engineering Physics) as reported by one CR.

Suggestions for Improvement ( By Freshie Feature participants)

CRs suggested several improvements to enhance the efficiency and effectiveness of the role:

1. Improved Communication with Professors: Regular meetings with faculty coordinators could help address student concerns in a structured manner.
2. Better Student Awareness: Many students are unfamiliar with the ASC and webmail platforms. A training session at the start of the semester could help students navigate these systems more efficiently.
3. Specialised CR Training: Implementing a non-credit course (similar to TA101) covering academic policies, scholarships, and rescheduling protocols would better prepare CRs for their responsibilities.
4. Increased Institutional Support: CRs require better support during exam periods to simultaneously handle student queries more effectively.
5. Clearer Guidelines for Student Concerns: Having predefined guidelines would reduce ambiguity and prevent CRs from being caught between different interpretations of policies.

Conclusion

The study revealed that while CRs play an essential role in maintaining smooth academic coordination, they have to face unrealistic student expectations and occasional faculty resistance. By implementing structured training, improving communication channels, and ensuring better institutional support, the work efficiency of CRs can be improved, fostering a healthier academic environment. Holistically, the role provides a unique perspective on college life and an opportunity to develop leadership, problem-solving, and organisational skills. As one CR aptly put it, “You don’t fully understand what it means until you do it – but once you do, you see college from a completely different lens.”

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