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 a Postgraduate Taught student from the Faculty of Population Health 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
As the Population Health Sciences faculty representative, I will use my high school to undergraduate leadership experience to amplify student needs and celebrate student diversity and progress. Through active dialogue with faculty, staff, and student reps and, most importantly, students, I aim to advance the unification of our Institutes. My medical science background includes working on interdisciplinary WHO Sustainable Development Goals, giving me first-hand insight into achieving global resolutions. I am committed to championing and celebrating our diverse, global postgraduate cohort.
This role is the perfect opportunity to unify and celebrate our faculty’s rich ethnic and academic diversity. I will push for greater opportunities that match the rapid pace of the global health sector, helping students develop essential globalisation skills. To achieve this, I want to create a collaborative discussion forum where all faculty representatives and students can connect. Together, we can pitch ideas, reflect on current global issues, and organise impactful initiatives like UCL Population Health Assembly, mock UN conferences, and charity volunteering development opportunities.
As your faculty representative, I will work across institutes to connect our cohorts, represent you, share skills, and broaden access to UCL's resources. If you want to enhance your postgraduate experience and learn to globalise both socially and academically with a diverse student body, vote for a candidate who truly values your feedback. Developing global collaboration skills during this intensive one-year study reflects the reality of working with large populations and creating better solutions for everyone. Vote to enhance our UCL Population Health Science experience together.
As a medical doctor, I've held leadership roles in palliative care, teaching, and clinical audits, working with both small and large multidisciplinary teams. These experiences have taught me the importance of mindful listening, clear communication, being comfortable asking questions when something is unclear, along with interdependent problem-solving collaboration.
I may not always have an immediate answer to a query, but I believe in taking a holistic approach to problem-solving by considering different perspectives and understanding the underlying issues before finding practical solutions.
As HDS is a multidisciplinary programme, I'd prioritise academics and networking by understanding which events and opportunities would benefit our cohort with regular updates. I believe both are equally important for improving our chances of landing a job!
I'd work with faculty staff to support learning by organising hackathons or peer-to-peer learning sessions, where students can share practical skills or teach any topic of their choice. Personally, I'd also like to develop skills in advocacy, communication and stakeholder management, as I'm interested in entrepreneurship and innovation :)
Fun fact: While I was working with Doctors Without Borders, I had the nickname "CEO" (Chief Email Officer) because I'd keep asking questions until I received practical answers, not just for myself but for the wider project. And therefore, as a Faculty Rep, I'd bring the same peristance and approach in understanding our cohorts concerns, communicating back the feedback to faculty staff, and following up on issues, as it will equally benifit me as well.
Systemic ills are best understood by those who are part of the system, henceforth I'd really appreciate your support and vote!
Thank you very much
I am a very positive person who is motivated and excited to be doing this MSc! My role as a doctor has equipped me with real leadership experience as I regularly have to lead teams and communicate clearly with people from all walks of life, often under pressure. I am approachable, a good listener and very comfortable raising concerns in a sensitive and constructive way. I would bring these strengths to represent my coursemates fairly and make sure every voice is heard and acknowledged.
Despite our course being fully remote, it would be wonderful to be able to build a genuine sense of community, form friendships and for everyone to feel supported in our learning. I would be a friendly and approachable point of contact, help everyone feel welcome, and really encourage active participation. I would also make sure people in different time zones feel included and gather feedback regularly to ensure any issues are addressed promptly. Hopefully we all become good friends by the end of the course and continue to support each other in our clinical trial journeys !
The MSc Clinical Trials cohort draws people from all over the world with very different professional and academic backgrounds. I would love to be a representative voice for my coursemates and help to bring our perspectives together. That means making sure feedback reaches staff and is acted on, and that everyone feels heard and involved. I would really make an effort to get to know my coursemates and try to foster a connected and supportive community throughout the year!
I served as a Teaching Assistant, Deputy Class Advisor, and Head of the News Division. These roles gave me strong skills in observing, information gathering and organisation.
I have also led teams in various competitions and completed internships across different fields, which taught me how to bring together students from different backgrounds, ages, and majors. I became a natural leader and spokesperson, willing to stand up for students’ rights.
I also received a GBSH scholarship. It means I can manage my studies well and still have time to listen to students and follow up on their concerns.
I have three priorities.
First, close the gap between event booking and on-site check-in. I will raise this with the faculty—asking them to check bookings on site, reserve some space for walk-in students, and send email updates when time or venue changes.
Second, push to review how information is sent out. The same faces show up at most events—roughly the same 20% of the faculty, especially PGT students. Apart from personal choice, scattered channels make this worse.
Third, push for more career speakers from non-medical backgrounds, so students from other backgrounds can see a path into health.
I bring experience, proven ability, and genuine commitment. I have already started listening—collecting voices from students around me and turning what I hear into clear points.
If elected, I will bring these to the faculty and follow up until something changes. I will set up a drop-in corner every week, online and offline, open to students from different backgrounds to share their feedback. After each meeting, I will post a short update.
I will also push for more interaction across the whole faculty—not just within individual schools—so we can feel like we belong to something bigger.
I bring a strong, grounded perspective to the faculty:
- Academic Depth: Combining medical biochemistry and cardiovascular science, I understand how clinical mechanisms intersect with population-level health issues and data.
- Inclusive Advocacy: As a first-generation postgraduate student, I bring clear insight into accessibility, resource navigation, and widening participation priorities.
- Practical Communication: Direct experience working across healthcare and youth support settings gives me the communication skills to gather diverse student feedback and collaborate constructively with the faculty.
If elected, my priority will be to serve as an accessible, proactive bridge between students and faculty, ensuring your feedback directly shapes our curriculum, our learning resources are inclusive, and our department offers strong professional development opportunities for everyone.
As a first-generation postgraduate student with a background in medical biochemistry and cardiovascular science, I understand the academic and structural challenges we face. My experience in healthcare and youth settings has taught me how to listen actively and advocate persuasively. I will not just pass along complaint, I will work directly with faculty to refine module delivery, expand career support, and ensure every student feels supported.
Vote for dedication, actionable representation.
I would bring curiosity, approachability and a genuine willingness to listen. As a new PGT student, I understand the excitement and challenges of starting somewhere new, especially as an international student. My experiences across academia, industry, teaching and volunteering have taught me to communicate openly, understand different perspectives and make people feel heard. I naturally ask questions, look for ways to improve things and enjoy helping others. As your PGT Rep, I want to listen, speak up and work with you to make our experience at UCL better.
If elected, I hope to help create a flexible, supportive and inclusive learning environment where students can focus on both academics and extracurriculars. A one-year postgraduate degree can be intense, especially for international students, but it is also an opportunity to build meaningful connections, explore societies, events and networking, and learn from different perspectives. I want to make opportunities more visible and accessible, while creating a space where students can make the most of their time at UCL.
Vote for me because I believe we can make this year better by supporting each other. I want to make sure everyone stays informed about deadlines, opportunities and what is happening around UCL, while creating a space where everyone feels heard and included. Let’s come together, look out for one another and bring each other up. We have one year, so let’s make it count, together.
If I get elected, I will contribute to the role through strong communication, organisation and listening skills, developed through my clinical work as an occupational therapist , writing for a clinical centre’s magazine and as previous experience of being Class Representative during my undergraduate years.I value different perspectives and believe that meaningful representation starts with understanding students’ experiences. I would bring this approach to identifying areas for improvement and working constructively with students, staff and the Students’ Union.
I hope to help make the student experience within the Faculty more responsive to the needs of the students by understanding how students experience teaching and access to learning resources. I would seek to understand the barriers that may affect their learning, and ensure that their feedback is communicated constructively. I hope to contribute to encouraging collaboration across healthcare disciplines and how their learning connects to wider healthcare challenges. I would also like to advocate for teaching and learning approaches that are accessible and inclusive.
I believe students deserve a representative who listens carefully and understands their perspectives. I want students to feel comfortable sharing their concerns, knowing that their voices will be heard and their feedback will be taken seriously. I am willing to take initiative, bring students and staff together, and encourage collaboration to turn shared concerns into meaningful improvements.
As a UCL MSc Health Data Science student and First Class Biochemistry graduate, I bring strong communication, analytical and teamwork skills. My teaching assistant work with SEND and SEMH students , alongside healthcare support experience, has developed my empathy, patience and ability to listen to diverse needs. Through Chester STAR, a refugee awareness society, I also gained experience organising events and engaging students. I would be an approachable and reliable faculty representative, gathering feedback, raising concerns constructively and keeping students informed.
If elected, I want student feedback to drive meaningful change. As a Teaching Assistant, I ran student-led intervention sessions focused on areas students struggled with most and saw real improvement. I’d champion similar peer-learning and practical skills-sharing opportunities across our faculty. As a student myself, I understand the importance of employability, so I’d advocate for better access to internships, career development and employer networking. I’d work with course reps and faculty staff to strengthen academic support, gather anonymous feedback and share clear progress updates.
Vote for me for an approachable representative who will listen, speak up and follow through. Supporting SEND and SEMH students and acting as a reader for students with English as an Additional Language (EAL) have taught me to value different perspectives and help people feel heard. I will work with course representatives to raise your priorities, seek practical improvements and keep you updated on responses and progress. Whether you share feedback openly or raise concerns privately, I will represent your views fairly and constructively.
Your voice. Our priorities. My commitment.
Having studied at UCL for four years and served as an Academic Rep, I understand how to turn student feedback into practical improvements. My Neuroscience and Health Data Science background helps me appreciate the different academic needs across our faculty. My pharmaceutical internship strengthened my analytical and problem-solving skills, while volunteering in an ICU developed my empathy, active listening and teamwork. As an international student, I also value inclusion and making sure different perspectives are represented.
I want student feedback to be heard early, acted on and followed up transparently. With one-year Master's programmes moving quickly, improvements should benefit current students, not only future cohorts. I'll work with Course Reps to raise shared concerns about assessment feedback, workload, timetabling and academic support, including the needs of students entering from different disciplines. I'll also advocate for better careers support and regularly update students on what's been raised, how the faculty has responded and what happens next.
I want student feedback to be heard early, acted on and followed up transparently. With one-year Master's programmes moving quickly, improvements should benefit current students, not only future cohorts. I'll work with Course Reps to raise shared concerns about assessment feedback, workload, timetabling and academic support, including the needs of students entering from different disciplines. I'll also advocate for better careers support and regularly update students on what's been raised, how the faculty has responded and what happens next.
At my previous university, Goldsmiths, I was an academic representative during my first year and a student representative during my second. These roles taught me to be patient, collate feedback from students and voice them to the faculty. Additionally, it motivated and gave me courage to converse with people, especially individuals who I've never met. Being in a group of students reps has facilitated important discussions in finding solutions and fixing problems.
I hope to be a friend and voice for all students, ensure they are heard and understood. Be a person anyone can approach, ask questions and talk to. Make improvements and be involved in the Population Heath Sciences society. Do fortnightly or monthly events, making the most of your uni experience.
I am a kind and passionate psychology lover, who is very bubbly and extraverted. Being able to create a community where people can learn, have fun and ask questions about anything.
As Vice President of the Student Council, I learned how to represent student concerns, coordinate with stakeholders, and turn feedback into meaningful improvements. I’m proactive, approachable, and organised, and genuinely enjoy bringing people together. I’d bring these skills, alongside curiosity about different student experiences, to faculty-level representation, ensuring concerns are communicated clearly and diverse perspectives are considered in decisions that shape academic life.
I hope to build a stronger connection between students, Academic Reps, and faculty decision-makers. I would like to identify shared challenges across courses, create accessible ways to raise concerns, and advocate for improvements in teaching, assessment, communication, and academic support. Just as importantly, I want to close the feedback loop, actively keeping students informed about what has been raised in faculty meetings, what progress has been made, and what could still drive positive change.
I believe good representation means more than speaking up; it means following through. Having represented students in leadership roles, I understand the importance of listening, taking initiative, and being accountable. I’m approachable, value different perspectives, and genuinely care about making student experiences better. I’ll bring energy, thoughtfulness, and a willingness to work with both students and staff, ensuring concerns are heard and students know what happens next.
As a medical doctor and UCL MPH student, I bring clinical experience, leadership, and a strong commitment to student advocacy. Having chaired the Australian Medical Students Association Mental Health Committee and Australian Medical Association Code Green Committee, I understand the importance of inclusive representation, wellbeing, and collaborative change. I am approachable, empathetic, and dedicated to ensuring students feel heard and supported. As PGT Representative, I would strengthen communication between students and faculty and help foster a positive, inclusive learning environment.
If elected as PGT Representative, I hope to strengthen communication between students and faculty, advocate for practical improvements, and promote student wellbeing. I would foster an inclusive learning environment where diverse perspectives are valued and every student feels heard and supported. I would also encourage collaboration and connection within our cohort, helping create a positive, engaging MPH experience and ensuring future students benefit from the feedback and contributions of those who came before them.
I bring leadership, empathy, and a genuine commitment to representing my peers. Having chaired national medical student wellbeing and advocacy committees, I understand the importance of listening, inclusivity, and driving positive change. I will strive to ensure every student feels heard, supported, and valued while strengthening communication between students and faculty to create a more positive and engaging UCL experience.
PRESENTING: I helped lead student outreach presentations as a maths ambassador.
LEADERSHIP: I have worked as both a technical and creative director for two Bart's Drama Society shows. I helped manage a large cast, contributed creative solutions, listened to feedback and helped optimise scheduling.
COMMUNICATION: I regularly practice listening, discussing and articulating solutions coherently when tutoring.
COMMITTEE EXPERIENCE: As drama society secretary, I took meeting minutes, voiced my own ideas, organised and designed merchandise and helped promote performances.
SOCIAL: More interdepartmental social and networking events.
ALUMNI NETWORKING: Holding more frequent alumni sessions, where they can discuss their dissertation, careers or PhD.
EXTERNAL STUDENTS: Making sure students across external schools taking modules within population health are heard and supported.
ACADEMIC SUPPORT: Provide informal drop-in sessions where students can help mentor others and, when available, seek additional guidance from lecturers.
PG COURSE COLLABORATION: Holding meetings with the PG course reps to discuss student feedback and potential initiatives across PHS.
Coming to UCL from Queen Mary, I understand what it's like to navigate a new learning environment whilst still being able to call London my home. Many of you would have come from all over the world, and with that comes a unique set of challenges only you know the full extent of.
Regardless of what cultural, academic, or professional background you've joined us from, I will help foster an inclusive and supportive learning environment within the PHS. I will do my best to advocate for effective changes that reflect your priorities as post-graduate students.
I would bring strong communication skills and an approachable, reliable manner. Working in GP surgeries has taught me to listen to complaints and positive feedback, respond professionally and take concerns seriously. As a school governor, I understand the importance of considering different perspectives and contributing constructively. This role would take me outside my comfort zone, but my combined experiences give me confidence that I can do it well. I want to develop my leadership skills while representing students fairly and following up on their concerns.
I am genuinely happy to be part of my MSc, and I want to help other students across the Faculty have an equally positive experience. I know everyone’s circumstances are different, so I would listen to their concerns and positive feedback, work with other reps to identify shared priorities, and raise these constructively with staff. I hope to help students feel heard, supported and included, while following up on issues and keeping them informed about progress.I would also share what students value about their courses, so good practice can be recognised and shared.
Vote for me if you want an approachable representative who will listen, take your feedback seriously and follow things through. My experience in GP surgeries and school governance has taught me to communicate professionally and consider different perspectives. I am genuinely happy to be part of UCL and want to help others have a positive experience too. I will bring commitment, honesty and a willingness to learn, representing students across the Faculty fairly and keeping you informed about the issues we raise.Your views will guide my priorities, even when your experiences differ from mine.
I am a full time MBA Health student. I have been a professional employee, a highly published academic as well as an employer. I understand what it takes for securing top grades but also the importance of the question - whats next after the course - employment or your next startup? I have used the GBSH PG Networking Event as a platform to connect with most of the other PG students to understand their needs and expectations.
If I am elected I hope to achieve a succesful transalation of student learning experience towards further academic, service/industry or even startup growth opportunities alongside the best of student learning. I will leverage my academic, leadership and management, event and conference organisation skills along with network and ecosystem building reputation as per my linked in for reference (linkedin.com/in/aruni-ghose-942aa685).
Students will vote for me because I care to know them, their journeys and invest in them to co-create their best return of investment during and after their journey as a student. They have invested a lot in their respective courses to get to their respective destinations. Lets make that journey integrated and worthwhile.