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 Faculty of Mathematical and Physical Sciences.
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
I think I can bring three things to this role: I listen, I am persistent but practical, and I am willing to reflect and learn. As an Academic Rep, I learned to listen to different opinions and understand what students actually need before taking action. I know not every issue can be solved straight away, but a slow process should not be a reason to give up. I also see feedback, including critical feedback, as a chance to learn and think about what I can do better. For me, taking action, reflecting and improving is a golden rule. And I want to bring this same approach to students across MAPS.
My main aim is to make MAPS more connected. We may take modules from different departments, where raising and following up concerns can sometimes be harder. I want to make it easier for students and reps to find and communicate with the right people across MAPS by creating a space for them. I also want to explore how workload can be better planned and made clearer, so students can prepare ahead and arrange their study and life more comfortably. Rather than adding work for reps, I want to see how different department have approached this and it could be learnt by other department.
I genuinely enjoy listening to people and helping where I can. Moving from my high school to UCL was a big change in scale, but one thing has not changed: our voices still matter. My experience as an Academic Rep has taught me that representation is not only about raising concerns, but also following what happens afterwards. As Faculty Rep, I want to make these voices heard more clearly, connect students across MAPS, and make sure individual voices are not lost within a larger Faculty. Being able to help, even in a small way, is what makes this role meaningful to me.
As the founder of a STEM club back in my school, I recognised the limitation of resources available. So I communicated with my peers to understand their needs, I collaborated with the head of department and other staff to organise events, including student-led talks, I also recruited members and coordinated them to ensure that students across all years could participate.
My passion in hiking reinforced my leadership and communication skills, navigation requires teamwork and clear communication to overcome challenges and find the right path. I will bring these into my role as the faculty rep.
If I were elected, I will:
- Encourage expanding the Transition Mentor Programme across departments by recruiting more members and extend its duration, allowing freshers to feel more connected.
- Help students informed about module choices by outlining module pathways & opportunities such as outside options and guide those who are unsure where to seek advice
- Identify common timetable scheduling clash affecting students' everyday experiences and raise them to the coordinator and central timetabling services
I hope to ensure decisions made by the MAPS faculty better reflect on student's learning needs.
Vote me if you...
...are a new student.
I was last year. I feel how hard it is to settle in, make friends, and find your place. I want to help you feel at home and grow within the MAPS community.
...want change.
So do I. From module details to timetable overviews to a stronger student community, I will turn your concerns into action;
...are stressed looking for internships, career paths, or what comes next.
I may not have all the answers to where the future holds, but I will listen, and I will help you find the right resources.
Together, we can make MAPS a place of growth, support, and opportunity.
I served as the Maths student rep during foundation and as the Data Science rep last year. These experiences have taught me how to listen to students, identify shared concerns, and communicate with staff. During my foundation, I noticed that the Maths exams were more difficult than usual, while the progression requirements remained unchanged. I gathered student feedback and raised the issue with teachers, advocating for fair consideration. Also, my experience managing a band has strengthened my teamwork, communication and organisational skills. I would bring the same qualities to this role.
1. Career and research opportunities.
Summer internships are highly competitive. I would advocate for more opportunities, including exploring funding and project opportunities with MAPS academics.
2. Clearer module information.
Students should be able to explore modules across MAPS Faculty, rather than relying only on the handbook for their own department. I would also raise concerns about repeated applications to full modules and lengthy selection processes.
3. A more connected faculty community.
I would encourage more cross-department collaboration through forums, competitions and social events.
Vote for me if you want a representative who will listen to your concerns and work to turn them into meaningful change.
I want to improve access to career and research opportunities, make module selection clearer, and help students across MAPS feel more connected and included. Having represented students in both my foundation year and degree, I understand how to stand for you, bring shared concerns to staff and shareholders, negotiate constructively, and advocate for fairness.
I will make sure your voices are heard, your concerns are followed up, and you know what happens next.
As a UCL Mathematics student and Transition Mentor, I already spend time listening to students, answering questions and helping them navigate academic life. I also bring experience organising student activities and working across different teams. I am approachable, analytical and persistent: I listen carefully, identify the real issue, communicate it clearly, and follow up. Most importantly, I will represent views beyond my own and make sure students know what happens next.
If elected, I want to make representation more visible, accessible and useful. I would create simple, regular ways for students in Math Department to share concerns and ideas, strengthen communication between departmental reps and the Faculty, and report back clearly on what has been raised and what has changed.
I would particularly focus on teaching and assessment, access to academic and career opportunities, and making sure international and quieter students are heard — not only the loudest voices.
Vote for me if you want a representative who will listen first, ask the right questions, and follow things through.
I know how easy it is for student feedback to disappear into a form or a meeting. I want to close that gap: gather evidence, turn common concerns into clear priorities, take them to the people who can act, and tell you what happened afterwards.
I will be approachable, practical and accountable — and I will make sure Math students are not only represented, but heard.
As a second-year Earth Sciences student, I can bring my experience of studying within the MAPS faculty and my understanding of the challenges that students face.
Through my time at university and my customer service experience, I have learnt a great deal about communicating with a range of people in different roles and understand just how important it is for effective dialogue between the student body and staff, particularly when it comes to teaching, assessments, and academic support.
If elected, I would want to make sure that student feedback is actually acted upon. I would focus mainly on improving communication between students and staff, especially when it comes to teaching, assessments, and opportunities within and outside the department to further academic and career goals.
⭐⭐My main goal would be to help ALL students feel represented and that concerns are taken seriously.⭐⭐
As a fellow MAPS student🌍, I understand the challenges students face and hope to improve communication between students and staff in any way possible.
I am a good listener who is not afraid to speak up and represent my own views and those of the student body within MAPS. 😄😄
I am open-minded and would proactively work to ensure that student feedback is communicated constructively and concerns are followed up so that students feel heard and can see the impacts of their feedback.
I took on similar roles in sixth form as head student and a department rep, running weekly meetings to improve our school and leading events. I was also maths co-leader, planning weekly sessions for students at all levels. Balancing these with my studies taught me time management, along with lessons that helped me grow as a person, which not everyone learns at 16-18. I'm honest and like keeping things clear and transparent. These experiences taught me to value collaboration and giving back to my community, and I'd love to take that further at UCL.
Students should have a say in how their faculty is run. I've seen the impact of that in my previous studies, but I know some people don't like to speak out, and reps can raise their voices for them. I'll ask for views across courses and departments, look for common themes and report them back. I also want to find new ways to get more students giving feedback. I'll work with the teams to turn it into improvements, support the Academic Reps in my faculty, and share what we raised, what staff said and what changed.
People may think I look serious at first, but I'm actually easy-going and talkative once you get to know me. I keep a clear line between academics and interests, so things stay balanced. As a new content creator, I'll find fun ways to share updates after each meeting, and I'm reachable on several platforms. I'm fluent in English and Mandarin, and I know English isn't everyone's first language, so I'm happy to chat in whichever you're more comfortable with. Most importantly, I find happiness in seeing others happy. I want everyone's feedback to count and represent them.
As a third-year Physics student and President of the UCL Chinese Students and Scholars Association (UCLCSSA), I have helped organise academic events with our society's academic team and taken part in research projects at several universities. I also run Physics student group chats, helping newcomers settle in and communicate with peers and the department. These experiences have strengthened my listening, coordination and communication skills. I would use them to support academic reps and represent undergraduates across MAPS.
I would work with course and departmental reps to gather feedback on teaching, assessment and academic support, raise shared concerns at Education Zone and Faculty Teaching Committee meetings, and report back on progress. I also hope to organise socials and academic networking events for MAPS students with departmental societies, helping students across subjects and years meet, exchange ideas and feel part of one faculty. Alongside this, I would share research opportunities and help students find academic support.
Students should vote for me because I combine experience supporting students with a commitment to listening and following through. I will seek views across every MAPS department, including beyond my own networks, and work constructively with students and staff. You can expect clear priorities, regular updates and honest explanations when change takes time. I want every undergraduate to feel heard and included, with more opportunities to meet peers across the faculty and help shape their education.
A few skills I think are best for this role are active listening, strong communication, prioritising tasks, and leading a group toward improvement. On my school’s student council, I listened to students, found solutions that worked for everyone, pitched ideas to decision-makers and kept the department updated. Back in India, I volunteered with underprivileged children, teaching them patiently and making sure every child felt heard. That taught me to listen without judgement, explain clearly and keep going until a message lands. I bring that patience and approachability to this role.
A student rep holds the responsiblity to gather concerns, bring up concrete solutions and also have the ability to implement them effectively. Upon achieving this role, I would like to establish an open forum that allows students to openly share there concerns while even addressing solutions that can help build a better system. I will hold and effectively follow the procedure to share concerns in the meetings. I would act as a bridge between the students and faculty, leaving no signs of any misunderstandings and making the academic experience better everyday.
Students often just need someone who listens and takes their feedback seriously. I’ll do that, and I’ll explain to decision-makers why student voices matter. I’ll coordinate with every Academic Rep so no issue is missed, and share regular updates so you always know what happened to your feedback. I want students to feel that UCL is their community, not just their university. Vote for a rep who listens first and follows through.
I love meeting new people, and I am extremely approachable and open-minded!
I always try to understand where different perspectives come from, and look at issues from multiple angles before forming a judgment.
As an international student who has studied in the UK for two years, I am familiar with the challenges of adapting to a new environment and what kinds of support can make a real difference.
Achieving 5 A*s at A-level reflects the commitment I bring to my work. I would apply the same consistency to following up on student concerns and making sure issues are carried through properly.
I want to make student life easy to navigate, especially for new students, by making support and feedback easier to access.
- Use anonymous and informal check-ins to hear from students who may be less comfortable reaching out formally.
- Gather tips on transport, discounts and London services in a more prominent, central page.
- Facilitate relaxed social or peer support opportunities for students less familiar with English-speaking environments.
- Create one centralized point of contact for questions about societies and student life, so no one has to search across multiple websites for the right contact.
I hope to be the Rep you feel comfortable talking to whenever something is bothering you. Whether it is a major academic issue, a small frustration, or something you think nobody else cares about, I will listen and take it seriously. I always value sincere and honest communication. You can bring any opinions to me without worrying about being judged. I will genuinely try to understand where you are coming from, look for the reasons behind the issue, and turn your concerns into practical next steps. No concern is too small or too unusual to be taken seriously. Everyone should feel represented.
Drawing on my experience as the Year 1 Chemistry course representative, where I completed comprehensive leadership training, I bring a proven track record of inclusive leadership and proactive problem-solving. By surveying student feedback and advocating for curriculum improvements, I learned how to effectively represent diverse groups and influence meaningful change. Beyond formal representation, I excel at building engaged communities, a skill I actively foster as a CPS and Taiwanese society Events Officer.
If elected, my primary goal is to ensure student voices are not only heard, but actively addressed. Feedback can often feel ignored when smaller concerns are dismissed, so I am committed to creating a transparent loop where every proposal is evaluated and clear explanations are provided for every decision. Beyond facilitating open dialogue, I will streamline how feedback moves up the organisational hierarchy to deliver tangible, meaningful changes that directly improve the student university experience.
Students should vote for me because I have the experience, dedication and communication skills to effectively represent them. From high school student council secretary to university course representative, I have a long-standing commitment to improving student life. My fluency in both English and Chinese allows me to bridge the communication gaps to ensure International students feel truly heard and represented. Above all, I am approachable, proactive, and committed to seeking out feedback, no matter how big or small, to make a real difference for everyone.
I bring proven experience turning student voices into meaningful change. As a Degree Representative, I worked directly with students and staff to shape Year 1 and Year 2 modules within the Statistics Department, ensuring student feedback influenced the curriculum. Through UCL Data Science Society and as a Lovable Ambassador, I’ve built communities, delivered initiatives and worked with external partners. I’ll bring that same energy, credibility and determination to representing every MAPS student.
I want MAPS students to feel genuinely heard and represented. I’d work to improve communication between students and the Faculty, make academic and career opportunities easier to access, and strengthen opportunities to connect across MAPS departments. I also want to create a clearer feedback loop: students should know what happens after they raise an issue, what is being changed, and where progress is being made.
Vote for me if you want a representative who will listen, follow through and speak up. I’ve already spent my time at UCL building communities, organising events and representing students, and not just talking about change. I’ll bring that same energy to MAPS, making sure student concerns are heard while pushing for practical improvements that benefit students across the Faculty.
As a first-year Natural Sciences student, I bring a fresh perspective on the transition into university and an interdisciplinary academic outlook. My research experience and participation in iGEM have developed my analytical problem-solving, resilience and ability to work with others. I am also outgoing, empathetic and enjoy understanding different perspectives. I would bring these qualities to the role by listening carefully, identifying shared concerns and communicating them clearly and constructively.
If elected, I hope to make sure that students across MAPS feel genuinely heard. I value empathy and enjoy understanding different perspectives, so I want to create an approachable environment where students feel comfortable sharing both concerns and ideas. I will actively gather feedback on teaching, assessment, timetabling and module choices, identify recurring issues, and communicate them constructively to the Faculty. Most importantly, I want students to know what happens after they speak up, creating a clear and transparent feedback loop.
I am a fast learner who enjoys taking on challenges rather than avoiding them. My academic and research experiences have taught me to stay curious, resilient and open to new ideas. At the same time, I am outgoing, enthusiastic and genuinely enjoy talking to and helping others. I value empathy: I try to understand not only what people say, but also the different experiences behind their concerns. I would bring this combination of analytical thinking, energy and empathy to student representation.
I bring experience, confidence and, most importantly, initiative. As an academic representative, I have collected feedback from a large cohort, spoken directly with staff and raised issues when students felt something was not working. When students struggled with the pace of Maths teaching, I contacted staff and arranged discussions to look at possible solutions. I am also confident speaking publicly and organising events such as the Spaghetti Tower and Balloon Challenges. I am approachable, responsive and not afraid to push for answer
I want students to know that when they raise an issue, it will actually be looked into. I want to improve the academic experience across 2nd and 3rd year, especially around modules, teaching, assessment and degree pathways. I also want to make communication between students and staff more direct. If students have concerns, I will raise them, follow them up and keep students informed. I want to be a representative who does more than collect feedback — I want to turn feedback into action.
Students should vote for me because I am proactive, approachable and willing to take action. I do not just pass problems on — I contact the relevant people, ask questions and keep following things up. I am comfortable representing students publicly and speaking to staff when something needs to be challenged. I also communicate easily with students from different backgrounds and speak English, Chinese and German. Most importantly, I want students to know that if they come to me with a problem, I will listen and genuinely try to do something about it.
First and foremost, I have experience as a Lead Prefect in my Sixth Form. In this role, I was responsible for the communication between my year group and the faculty, and was heavily involved in securing a record financial grant for the students in my year to fund activities. I have also been active as a coach/captain for a diverse range of teams including swimming, chess and debate. Furthermore, I have experience working in a small team to present two scientific projects at a national research conference. In these roles, the importance of both providing and listening to feedback is vital.
I hope to improve the channel of communication between students and the faculty. As a Student Rep, I would work tirelessly to collate your thoughts and feedback into clear plans and objectives that we as a department can work to achieve. Additionally, as a liaison to the Student Union, I would strive to bring more events that bridge departments and societies based on what you want to see. Overall, I want to create the best possible stream of ideas and feedback between the members of the department and students, and cultivate the best possible environment for studying and events.
I would bring a caring and insightful view of what life is like as a Year 1 student in MAPS. Previously, I have had experience coaching and leading various teams, including debate, swimming and chess. In each of these roles I have endeavoured to better the team through sharing of information, listening to feedback and applying the ideas of every member of the group. As a Student Rep, I would bring the same strategy to improve life in MAPS by incorporating the voice of every student into the department, giving the best possible platform for everybody to create the change that they want to see.
I'm a first-year Statistics, Economics and Finance student, so I see the faculty the way a new student does: what works, and what is confusing. I've worked in very different teams: equity trading at BNP Paribas, an internship at Urenco, and engineering at AX Systems, where I helped redesign the wheels of a solar-panel cleaning robot. Captaining a football team, coaching younger players and competing in school robotics taught me to listen first and then act. I'm fluent in French and English and speak Spanish.
Three priorities. First, feedback you can use: coursework returned on time, with comments that show how to improve. Second, a fairer workload: working with departments so deadlines from different modules don't all land in the same week. Third, skills and careers: more faculty-wide sessions on coding, data and applications, open to every MAPS department. I'll also stay easy to reach, with a short survey each term and a summary of what I raised and what changed.
Vote for me if you want a rep who shows up, listens and reports back. I want MAPS students to see that their feedback leads somewhere. I'm used to working with people from different backgrounds, in more than one language, and I'm comfortable raising issues with senior staff clearly and politely. I'll ask what matters to you, take it to the faculty, and tell you what happened, including when the answer is no.
I will bring enthusiasm, friendliness and a strong passion in Earth Sciences. Through school leadership roles as a Geography Prefect and Sustainability Official, I have honed strong communication skills and experience supporting others. These roles have taught me to listen to diverse views, explain ideas clearly and work constructively. In this role, I will ensure students feel comfortable sharing their ideas and that their feedback is effectively communicated to staff. I am genuinely interested to get involved in the department and help create a positive student experience.
If elected, I hope to ensure that students feel heard and that their experiences are represented within the department. In order to encourage an open channel of communication, I will set up accessible ways to reach me such as anonymous feedback forms and a dedicated Year 1 group chat. This will also allow me to work with staff to ensure that constructive feedback is followed up. As we are all adapting to university-level Earth sciences together, I would like to help build a supportive Year 1 community, where all concerns genuinely matter and that everyone has a representative to turn to.
Students should vote for me because I am approachable, enthusiastic and genuinely willing to listen. I will take your feedback seriously and make sure your views are communicated honestly and constructively to the department. I am passionate about Earth Sciences and would like to contribute to making our first year a positive experience for everyone. I will be willing to go the extra mile to follow up on any concerns and make sure that their ideas are not simply heard but acted upon where possible. I want everyone to feel comfortable coming to me and confident that their voice matters.
I have previous experience in voicing the opinions of my peers through roles such as student councillor and school ambassador. These positions strengthened my verbal and written communication skills. Additionally, I was a student presidential candidate, which gave me the chance to practice public speaking. I am an adaptable person who can be both a team player and a leader; being a project manager for a lab taught me the importance of being both dependable and quick-thinking. I have previously conducted online surveys to gather the opinions of my peers, and presented this data.
I aim to make the process of sharing views more comfortable for all students. I am sure that we have all left an online questionnaire in our inbox as we could not find the time or willpower to complete it, especially when there doesn't seem to be any personal benefit from it. I wish to change that perception by emphasising to students the importance of passing on constructive criticism and sharing ideas regarding their studies; ideally, their studies will be catered to their current and future needs. I hope to also learn how to become the best possible representative for the voice of my peers.
I find that the role of faculty rep is quite like balancing a scale; you must be optimistic yet realistic, empathetic and pragmatic, and proactive yet decisive. It is important for students to feel comfortable with sharing any and all thoughts on their education, as this signifies that people are concerned with what their education at UCL will look like. Students deserve to be represented by someone who welcomes these opinions, and strives to communicate and eventually implement them for the benefit of everyone. I am confident that my skillset will allow me to fairly balance these views.
I would bring strong communication, empathy, leadership and a genuine willingness to listen. Having been a prefect and team leader at school, I have experience representing students, working with different people and being a voice for the wider student community. Having studied mathematics for 14 years, I also understand first-hand how difficult it can be to explain exactly where you are struggling or where your doubts come from. I want to use my experience to ensure students feel heard, understood and represented, while bringing their concerns forward and helping create positive change.
If elected, I hope to build an environment where the students feel comfortable raising concerns and confident that their voice will be heard. I want to act as a reliable link between the students and the faculty by actively gathering feedback, identifying common concerns relating to students’ academics and wellbeing and communicating them clearly to the members of the staff. I would also like to help the students understand and engage with opportunities available to them. Most importantly, I hope to be a representative who genuinely makes students feel that they have someone in their corner.
Students should vote for me because I genuinely care about making their university experience better and being there for them. Having a personal understanding of the challenges mathematics students can face, I ask students to place their trust in me. If elected, I will give my utmost effort to understand their concerns and work persistently to find solutions. I may not be able to solve every problem, but I promise to always listen, speak up and do my best to make a difference. I would be proud to represent the students of the faculty and ensure their voices are not only heard, but valued.
Three years as an undergraduate representative and a year leading my department have revealed the true anatomy of this institution - not merely how a grievance is voiced, but the quiet persistence required to prevent it from dissolving into paperwork. I have sat through endless committees, followed the long threads of promises, and learned where real influence lives. I bring patience, rigorous attention to detail, and a deep refusal to watch student voices fade away. Most of all, I offer continuity: I have been here, doing the work, since I joined in 2023.
I seek tangible change rather than polite acknowledgment. Transforming student-staff committees into spaces of accountability, where outcomes are felt rather than recorded, meaning I will listen carefully to smaller departments with distinct opinions. Above all, it means using the trust I have spent years quietly cultivating with faculty to resolve issues swiftly. I have no interest in grand, hollow promises - only in doing the work, thoroughly and well. I hope to achieve transparent marking criteria, faster feedback, and accessible resources for every department across our faculty.
Over the past four years, I have learned that true representation begins with listening deeply to the quietest voices in the room. I know where our faculty thrives, where it stumbles, and how to bridge the gap between student frustration and institutional action. I offer you steady dedication, deep familiarity with our systems, and a commitment to ensuring you feel genuinely heard and supported every day. Together, we can turn honest dialogue into, lasting, visible progress. I am here to do the work for you, thoroughly and well.
- Feedback chain: regular check-ins with course and department reps across all MAPS departments, so every department’s issues reach the Faculty Teaching Committee.
- Focus on what affects grades: assessment feedback timing, consistent Moodle and lecture recordings, exam-season study space.
- Act on survey data: use module feedback to back every issue I raise with evidence.
- Report back after every meeting: what was raised, what changed, what’s pending.
- Inside MAPS already: 2nd-year MSci Physics, and MAPS Digital Student Ambassador, making video content for the Physics department.
- Teamwork under pressure: led core-physics modelling for a 6-person team in the Rolls-Royce SMR design challenge (semi-finals); led a 6-person rocketry team to a regional win.
- Academic track record: BPhO Gold, PLANCKS 2026 top 10.
- I already work with the faculty as a Digital Student Ambassador, so I know who to talk to.
- My pledges are specific and checkable, not slogans.
- I’ll report back after every meeting, so you can see what I raised and hold me to it.
- I believe fairness is more important than social expectations. If your suggestions/complaints are reasonable, I will push it no matter how awkward it is.
- Experience in leading and organising: Head of Mathematics Society, Founder of Mathematics and Physics Support Group in Year 12-13.
- Issues raised and resolved.
- Improve students’ learning experience.
- Happy to keep your complaints/concerns ANONYMOUS.
- Can say things you are scared to say (e.g. "we cannot hear the lecturer clearly", "their handwriting is unreadable").
- Will follow up issues until it's resolved
without you having to ask. - You can reach me both in-person and
online (email or social media), and I reply fast. - Can express your concerns to staff with clear reasonings.