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 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 a second-year Population Health Sciences student and Vice President of our Society, I know how much our university experience can shape us beyond the classroom. I want to give back to the faculty that has become more than just a degree to me by listening to different student experiences, making sure our concerns are heard, and turning our ideas into meaningful change. I hope to bring students and staff closer together, represent our perspectives where decisions are made, and help make our time at UCL the best it can be for everyone.
- Career opportunities: Support more career-focused events and workshops to help students explore different pathways and feel more prepared for the future.
- A stronger student voice: Make sure students feel comfortable sharing their concerns and that their feedback is communicated to staff and taken seriously.
- Better connections across faculties: Work with other Reps and staff to exchange ideas and find ways to improve our student experience.
- Support that leads to action: Raise academic and exam-related concerns with module leads, follow up on progress and keep students updated on outcomes.
As a second-year Population Health Sciences student, I’ve come to realise that our university experience is about more than lectures. It’s about feeling supported, having our experiences understood and knowing our voices matter. Being part of our Society’s committee has shown me the value of a strong student community, and I want to bring that same commitment to the wider faculty. I may not have all the answers, but I’m ready to listen, speak up and put in the work to make our time at UCL better for everyone.
I will bring practical leadership, communication and organisational skills to this role. In senior high school, I led three group projects about health, sustainability, and correlation between GDP per capita and life expectancy. I liaised with teachers to arrange access to facilities, and managed project finances. These experiences taught me to balance different needs and turn ideas into action. As an Academic Rep, I would like to use these skills to be a bridge between students and staff, and help build a shared record of our cohort’s experiences to support current and future students.
I hope to establish an effective feedback loop between students and staff by sharing common questions and responses. This will reduce repeated queries and improve communication. In the longer term, I would like to create a forum where our cohort can document our three-year learning journey, reflect on our development, and share lessons learned. As students pursue different paths, such as employment or further study, this resource could offer future students practical insights based on real experiences, rather than simply a list of post-graduation options.
As a first-year student, I share the same learning environment and challenges as my peers. As I progress from a new student to a senior student and eventually an alumna, I hope to remain connected to students’ experiences. Having led three group projects, I have learned to coordinate different needs and communicate with teachers. I believe every student deserves to be heard, not just those confident enough to speak up. I would strive to represent my peers fairly and impartially, ensuring that diverse voices and concerns are heard and conveyed to staff.
I bring a track record of strong communication, negotiation, and advocacy. As an Ambassador at The Hague Model United Nations, I was able to represent my team to a large audience, proving to be balanced and convincing in my arguments. I have interned in public health organisations, learning team work and how to navigate diverse environments. I believe these skills will allow me to be a true voice for my cohort, negotiating effectively with administration to achieve workable solutions. I promise to remain highly organised and consistent, persevering to be the collective voice of our group.
I would work to establish an Exam and Essay archive, bringing together anonymised, high scoring answers for every module. These examples would allow us to understand what our professors require - marked papers should not be a guessing game! I would also introduce an anonymous Issue Tracker, where students can submit complaints, and ideas in a safe, non-judgemental format.
This would help create an environment where students can submit anything from minor inconveniences to grand ideas, allowing the student reps to directly hear both complaints and ideas, and work on making the change you need.
You should vote for me as I can guarantee that I will work tirelessly to ensure that your problems are not only heard but appropriately addressed. That your ideas - however big or small - are not only taken into consideration but implemented: and that I will be an effective bridge between us and our faculty and administration.
I bring first-hand experience of representing students and turning feedback into action. As Lead Academic Representative for UCL Business and Health, I represented 300+ students, organised three Student-Staff Partnership Committees, collected 150+ pieces of feedback and raised 40+ issues across academics and student life, with most resolved within five working days. I am a proactive listener, clear communicator and collaborative problem-solver who will ensure every student’s voice is heard.
If elected, I want to build a more responsive and connected FPHS student community. I will create clearer channels for students to share concerns, regularly communicate outcomes so students know what happens to their feedback, and work closely with staff and other representatives to address academic and student-life issues. I also want to strengthen connections across FPHS programmes, so students feel represented not only within their own course, but across the Faculty.
You should vote for me because I have already done the work of student representation—and I know how to turn students’ concerns into meaningful action. As a Lead Academic Representative, I have brought forward 40+ issues and worked with staff to resolve most within five working days. I will bring the same energy, accountability and openness to FPHS: listen carefully, act decisively, and keep students informed.
Having served as a Academic Representative for the BSc Population Health Science programme during my first year, Working in this role, I've really understood and felt the needs of my classmates. I've also learned how to communicate with them and help them solve problems. I've focused my work on students from my own country and most international students who speak Chinese, because I understand their needs better. Sometimes I'll offer them help with their courses or assist them in understanding the material and how the course work. I also actively collect information about the courses.
If elected, I will enhance communication and collaboration among students, reps, and academic staff. First, I will help all students understand courses and raise questions, collect feedback, discuss key issues at SPC meetings, and propose improvements. Second, I will promote communication between reps of different year groups by creating sharing opportunities and interaction platforms. Finally, leveraging my Course Representative experience, I will strengthen student-staff communication, being approachable and proactive to address concerns and find solutions.
Students should vote for me because I already have practical experience as a Course Representative. Having served as a rep during my first year, I understand how the role works and have experience listening to students’ concerns, communicating with academic staff and representing student feedback in formal meetings. This means I would be able to step into the role with experience and contribute from the beginning.
As a second-year BSc Population Health Sciences student on the Data Science route, I bring analytical thinking, organisation and a genuine willingness to listen. My coursework has taught me to assess evidence carefully, while my volunteering and work experience have helped me communicate with people from different backgrounds. I am approachable, fair-minded and proactive. I would listen to students’ concerns without making assumptions, identify recurring issues and communicate them constructively to staff, ensuring that quieter voices and different experiences are represented fairly.
I hope to make student feedback more accessible and turn shared concerns into meaningful improvements. I would explore regular anonymous feedback opportunities so students can raise concerns about teaching, assessment criteria or challenging quantitative modules without feeling uncomfortable. By identifying recurring themes, I would bring students’ priorities to faculty meetings, work constructively with staff and other reps, and follow up on progress. I would also keep students informed about what has been raised, what action is possible and where to find relevant academic support.
Students should vote for me because I will listen carefully, represent the cohort fairly and follow through on concerns. I recognise that not everyone feels comfortable speaking up in lectures or raising issues directly, so I would seek ways to make feedback more accessible. I will communicate honestly with students and staff, raise concerns respectfully and keep people updated on what happens next. I cannot promise every issue will be resolved, but I can promise to be approachable, organised and persistent in working towards practical improvements to our academic experience.