Xiaohongshu
Nominations: Nominations closed
Voting: Voting open
Election
Have you read the role description for Faculty Reps yet?
In order to vote for this position you must be an Undergraduate student from the Brain Sciences Faculty.
If you have any questions about the position, please contact [email protected].
Looking for a different rep role? Course Rep, Research Student Rep and Lead Department Rep are also available. For Lead Department Rep or Research Student Rep, please get in touch with your departmental tutor; for Course Rep, please get in touch with your course instructor.
Category
Candidates
As a former class representative during sixth form, I acquired strong listening and collaborative skills, learning how important it is to make students feel heard and turn their feedback into meaningful action. I am approachable, empathetic and committed to assisting students in overcoming personal challenges, such as balancing UCL study workloads with social lives, while promoting mental health. I will use these qualities to represent students’ views clearly, working collaboratively to create positive change.
I hope to create a reliable channel for feedback, allowing students across the faculty to voice their concerns and work to amend them. Improving communication would create easy access to information about valuable opportunities, changes and support. As one of the few Audiology students at UCL I understand how feeling disconnected from the larger courses can act as a barrier, so building a strong community would help to overcome this. I also aim to advocate for improved signposting and support for mental health.
Students should vote for me as I am approachable, empathetic and driven to ensure that every student feels represented. My previous experience as a class representative has taught me how to actively listen to students’ views and articulate them in a way which helps to implement effective change. I will be a reliable voice for students across all courses, while giving every perspective the consideration it deserves.
I would bring communication, active listening and an interest in neuroscience and student wellbeing. Through WEX in psychological and neuroscience research, I have developed confidence in asking questions, engaging with different perspectives and communicating complex ideas clearly. I would also bring an inclusive perspective, ensuring that students would still feel heard and represented. this have given me the skills to create a positive environment where all types of students and staff will be able to communicate effectively to voice concerns that leads to meaningful solutions
I hope to strengthen communication between Brain Sciences students and staff, ensuring student feedback leads to meaningful action. I would like to make students more aware of research, careers and academic opportunities across the department, while creating a space where concerns about teaching, assessment and accessibility can be raised openly. My aim is for students to feel informed, supported and confident that their voices matter. I would also like to create better sense of connection between the different divisions within brain sciences. I want all students to feel heard and comfortable
I would be an approachable, proactive and reliable representative. I will listen to students rather than assume what they need, communicate their concerns clearly and follow up on issues raised. I would bring curiosity, inclusivity and enthusiasm for Brain Sciences to the role, while making sure representation extends beyond the loudest voices. I want students to feel genuinely heard. I am to build a stronger sense of community within the faculty, make line of communication between new students and departments stronger and clearer so transition can be smooth as possible between the years
- Understanding Shared Concerns: As a final-year BSc Psychology student, I have experienced and observed recurring issues
- Student-Facing Experience: As a Student Ambassador, tutor and mentor, I am experienced in addressing queries and communicating with diverse audiences
- Inclusive Representation: My multicultural background helps me appreciate different perspectives
- Active Listening and Accountability: I would gather feedback through anonymous questionnaires and regular communication with course reps, raise concerns, follow up on progress and keep students informed of outcomes and next steps
Academic Concerns
- Fairer Distribution of Deadlines: Reduce deadline clustering and stress
- Assessment Guidance: Provide sample essays and mock exams reflecting actual assessment difficulty
- Transparent Marking: Avoid overemphasis on the quantity of references, particularly in closed-book exams
- Timely Communication: Release information earlier and prevent conflicting guidance
Others
- Work Experience: Improve access to opportunities across Brain Sciences
- Staff-Student Liaison: Ensure concerns are heard and acted upon
- Cross-Department Collaboration: Encourage interdepartmental activities to build community
As a final-year student, I have experienced and heard recurring concerns around deadline clustering, inconsistent assessment information and cross-department communication. I am committed to bridging the gap between students and staff by gathering feedback, identifying shared priorities and representing them at Faculty meetings. I will work constructively with staff and fellow reps to explore practical improvements and keep students informed of progress. I also hope to strengthen connections across Brain Sciences through social events and more accessible ways for students to share experiences.
- Being in the hot seat for many important decisions, like being the Captain for my sports team, I’ve learnt to be resilient in situations where time was of essence, and have been very disciplined in making the right decision under lots of pressure. As well as being class rep for all my years in sixth form I’ve been able to create a welcoming environment, where speaking out isn’t punished but more so seen as a mindset for curiosity and change.
- I've learnt to take in different perspectives with respect and find ways to come up with a compromise where all members are able to grow and learn.
- I’m very keen to being part of such a welcoming community, and been given the chance to create an environment where all voices are heard and understood, ensuring that all students like myself are kept up to date with any opportunities for work or volunteering, and also being a department that consistently adapts and improves to our student’s wishes.
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I want to ensure that all students feel safe and are prepared for whatever is ahead, making opportunities as accessible as they can be, as well as being well informed with new changes that can help with their learning and future careers.
Having dabbled in sports, arts and academics, I can say I'm well rounded with what I can offer, giving a perspective that takes in to consideration the many different sides of what a student can be.
- I love a good chat so I feel like this gives me the opportunity to get to know everyone in the department and get feedback on what the department can do better on and really implement things that can satisfy the majorities opinion.
- I would also love to create events that collaborate with other departments to make socialising and meeting people a lot easier, making our first year really worthwhile.
As a final year Linguistics student in the Division of Psychology and Language Sciences, I understand how important it is for students to have a voice in the Faculty. At sixth form/A-levels, I held several student leadership roles: I was on the student council, a Psychology subject mentor, a student welfare mentor and a school prefect. For the past four years, I have worked and volunteered in SEND, supporting learners aged 4-25. Thus, I am accustomed to interacting with learners of diverse needs, listening attentively and adapting my communication to support them effectively in their studies.
My priority is to make life in the Faculty as stress free as possible so that we can all focus on what matters to us. I will work closely with course/department reps to gather meaningful feedback regularly, identify recurring concerns and bring students’ suggestions to Faculty meetings. I will promptly report back on the issues raised, any agreed upon actions and what needs to be followed up on. I cannot guarantee that all suggestions will be adopted (a massive cookie dough fountain may be a bit of a reach 😜), but I intend to make the process transparent and easier for students to take part.
Now in the home stretch of my undergraduate degree, I have experienced the transition into university and some of the challenges that we can face as we progress through our degrees. These experiences have given me a useful perspective on the different stages of university life, which I would bring to the table when representing student interests in our Faculty/advocating for us in meetings. I am friendly, approachable and always happy to sit down over a cup of tea and listen. (Please do not feel that a cup of tea is required for a chat, but I certainly will not turn one down🤭).
I will bring my experience, determination, and a fresh perspective to this role. As a former Course Rep, I’ve learned that while collecting student input is a large part of the role, bringing that feedback to the right people and following up is even more important. In addition, I’m not afraid to ask any awkward questions or address major issues. I would also like to make Faculty Reps feel more approachable in general, so that students are comfortable reaching out.
My biggest goal would be to create a strong feedback loop. Students often don’t know what happens next after they fill out a survey, so I want to introduce updates to ensure that students can see what has been addressed in Faculty Rep meetings, what UCL has agreed to change, and what still needs pushing. I also hope to bring faculty members and Course Reps closer so that challenges affecting multiple departments can be treated as faculty-wide issues if needed.
I won’t simply disappear after elections. I’ve already represented students in my course as a Course Rep, so I have an accurate idea of what the job would actually require. I will make sure that everyone else is able to reach the people who can actually change things. I’ll be transparent and honest about what can or cannot be changed and will push for matters that require pushing. Students won’t be left wondering what a Faculty Rep actually does.
I would bring strong communication, organisation and leadership skills. I have experience leading group projects, starting an NGO focused on sparrow welfare, teaching younger students, and working at a company where I identified barriers affecting people’s work and reported recommendations to leadership. These experiences have taught me to listen to different perspectives, identify problems and communicate practical solutions. I would bring this same approach to representing students.
I hope to build a supportive community where students feel comfortable raising concerns and know their opinions are heard. I want to improve communication about academic, research and career opportunities at UCL, while ensuring students have enough information and time to access them. I would also create accessible ways for students to raise concerns about timetabling, workload, teaching or other challenges and make sure their feedback reaches the right people.
Students should vote for me because I am approachable, dependable and genuinely interested in listening to others. I value different perspectives and would make sure students can share their views in whatever way they are comfortable with, whether through anonymous forms, messages or in person. I would take concerns seriously and ensure feedback is communicated and acted upon. I want every student to feel heard, supported and able to make the most of their time at UCL.
I would bring strong communication, active listening and teamwork skills to this role. Through volunteering with a helpline service, I have learned to listen without judgement and ensure people feel heard. My experience as a tutor and reading volunteer has also taught me to adapt my communication to different individuals. I have also developed leadership skills through taking on leading and coordinating roles in research projects. I am approachable, empathetic and proactive, and I would ensure that students’ different views are represented fairly and communicated constructively to staff.
I hope to build a stronger connection between students and the faculty, where everyone feels comfortable sharing their concerns and ideas. In particular, I would advocate for clearer exam guidances, as well as accessible supporting resources to help students feel more prepared and reduce stress and uncertainty. I also want to actively gather feedback on teaching, assessments and student support, raise common concerns with staff, and keep students updated on outcomes. Most importantly, I hope to make students feel heard and create practical improvements to their academic experience.
Students should vote for me because I am approachable, responsible and genuinely committed to representing their views. My experience in listening, supporting others and taking on leadership roles has taught me how important it is to understand different perspectives and communicate them effectively. I will actively listen to students, raise their concerns with staff and push for meaningful improvements that make a real difference to our academic experience. I will be a reliable and accessible representative who makes sure students feel heard and supported.
I would bring a practical kind of leadership.Through student ambassador, volunteering and supporter in highschool, I learned that representation is not always about making the biggest speech in the room. Sometimes it is about reading the room, noticing what others miss, and knowing when to step in. I am organised,approachable and quick to follow things up rather than letting concerns disappear into a form or inbox.I would bring that attentiveness, initiative and a little bit of good sense to the role.I would also bring consistency: if I say I will follow something up, I make sure it gets done.
I would like to strengthen the connection between all the students and the Faculty so that representation feels like an active partnership rather than just a feedback box. I would try to gather views across programmes and year groups, and try to bring special themes into discussions with staff. I would also like to connect academic representation more closely with the wider student community, because issues with teaching, assessment, and wellbeing would actually rarely exist in isolation. My goal is to make a transparent feedback loop so all students can actually contribute, and see everything
I previously served as a student ambassador at one of the largest international schools in Korea.My experiences as a student ambassador,mentor, volunteer, and tutor for younger students taught me that good representation requires a lot of things:It requires careful listening, reliability, empathy, and communication skills between people with different priorities.I would try to act as a bridge between students and the Faculty, listening to students with different courses and year groups.I would especially value the voices of students who may feel less visible within a large and diverse Faculty.