PGTAs
“I attended our Faculty meeting and raised the issue of appropriate payment for PGTA hours for certain modules and this has been improved to accurately reflect seminar preparation hours for the coming academic year.”– An Information Studies Rep
Student Feedback
"We created feedback forms with multiple choice questions which would be quicker to complete. Using these multiple-choice questions, we were able to identify problems within the course. We then created another feedback form for students to expand on the issues they identified with the course from the previous feedback form.
How will the policies of the main political parties affect students?
For the third time in four years, general election season is upon us, and with that comes the usual round of manifesto releases to lay out what each political party would do in government with a fair bit of vote-grabbing pledges thrown in for good measure.
Career Support
"It was good to see our efforts from feedback last year pay off regarding pushing for my industry engagement and preparing for future careers, with the introduction of the ‘Exchange’. It is very much appreciated that the programme leadership have set this up as a way for us to discover and engage with potential employers."- School of Architecture Rep
Social and Community
 “As our course is based in the Old Street campus (Institute of Ophthalmology), we didn’t feel part of the whole UCL community, so I tried to make that heard and find ways that can improve this experience for future students.
Equality, Diversity and Inclusion
“I tried to improve feedback on the BME student study experience. I explained the phenomena and feelings of Chinese students in their communication with other students. This was somewhat successful and extracurricular activities were organised for students on our programme.”– Mathematics Rep
Pastoral Support
“I’ve tried to get more support for individuals with disability/mental illness in the lab. I spoke to lab organisers individually before and after the lab course, and made a survey asking for feedback to improve a lab course which also served to see how many individuals suffered from mental illness and how many of them said they needed additional support.
Transition and Induction
“I have implemented the first ever LLM Academic Buddy Scheme. The aim of the programme was to assist civil law students in smoothly transitioning into the common law system. Mentors were LLM students who have finished their undergraduate degree in the common law system. They were paired with 2-3 mentees, LLM students coming from civil law background.
Academic Support
 “I worked on an Office Hour Guide for students in order to have a better idea about how and where to reach out when they have academic requests and learning problems.”– Natural Sciences Rep
Printing and Computers
"I had members of my cohort approach me about being uncomfortable using their printer credits for handouts for mandatory presentations. I brought this to the head of the course, and we immediately fixed the issue by allowing students to go to the office in the department building to have their handouts printed for free."- Philosophy Rep
Common Areas and Social Spaces
“We gained access to the student common room on Saturdays by raising the issue at our SSCC.”– BASc Rep
Teaching Space
"Our room was very cold and after raising the issue with staff, they put a heater into our classroom."– Anthropology Rep
Buildings and Infrastructure
“A recurring issue is the state of the sanitary facilities at UCL. Unfortunately, toilets are often either out of order or just too dirty to use. In order to improve this situation, I reported this problem to the faculty representative, who has voiced this issue in a meeting with faculty staff.
IT
“I raised issues of patient confidentiality with the IT department and as a result was able to get NHS.net email addresses for everyone.”– A Medical Sciences Rep
Library and Study Space
"Restricted post-graduate student access to the Medical School hub at the Royal Free (LG) is an ongoing issue. This was sent to a Faculty level which carried out a review of all teaching space at the Royal Free. A decision was made to give students access to the Jerry Kirk seminar room which now has key code access so they can use outside of teaching hours.
Teaching Method and Delivery
 “Some students on one module received less seminar hours than others, due to the professor not being available, which they felt was unfair. I raised this and ended up getting an appropriate substitute for those missing days.”– Brains Sciences Rep
Timetabling
 “One of our modules was taught by two different lecturers, as one of them had a clash with another module. This led to a lack of coherence in the teaching. We raised this issue at the SSCC and made sure that it will not happen again next year.”– Electronic and Electrical Engineering rep
Programme or Module Content and Structure
“After meeting with my course director, I was able to change the content and difficulty level for undergraduate and postgraduate taught students taking the same module.”– A Medical Sciences Rep
Learning Resources
 “Something I was particularly proud of achieving was creating pharmacology revision podcasts along with a group of other students to provide better resources for a module that had been reported as being poorly resourced.
Feedback
“During my first year at SSEES, the feedback we received was very unorganised and unclear. We worked with the department to create a standardised feedback form in order for it to be as helpful as possible to students.”– An SSEES Rep