Faculty Council: What is done there, and what do student representatives gain from this activity?
We asked these questions to three student representatives, also known as “hallopeds,” who have served on the faculty council of their respective faculties.
What kind of issues have you been able to influence as a halloped in your faculty?
“In the faculty council, decisions are made about slightly higher-level matters, such as the entire faculty’s course offerings and even the discontinuation of entire study programs. Recently, we have raised issues such as inequitable treatment in student selection, which had been overlooked by the preparers. Previously, I have also worked in study planning groups within the faculty, where we delved into the content of courses in our field and essentially prepared the course offerings for the faculty council to decide on,” says Mika Pajala, a deputy halloped in the ITC faculty.
Mira Säe, a halloped in the ENS faculty, also notes that student influence in the faculty council brings together discussions and decisions concerning both individual fields of study and the entire faculty.
“Mostly, the actual influencing happens in smaller groups beforehand, which usually also provide opportunities for students. During my term, discussions have included topics like study plans (HOPS) in our faculty’s fields, student selection for engineering programs, and the duration and quality of studies in the faculty. The first two topics were more discussed in smaller groups, but opinions were also sought from the faculty, and I was able to influence and participate in discussions about the duration and quality of studies, including taking part in the university’s latest audit, which evaluated the quality and effectiveness of the university’s operations,” explains Mira.
Laura Heino, a halloped in the BEN faculty, highlights that the faculty council has allowed her to maintain closer contact with the faculty staff. “During this halloped term, we have discussed topics such as campus development and speeding up student graduations in the faculty council, and these discussions have allowed me to bring valuable student perspectives,” Laura says.
In the picture from left to right: Mika Pajala, Laura Heino and Mira säe. Laura’s pictures credits: Anni Perkiö, TT-Kamerat.
What has halloped activity given you?
“Being a halloped has especially given me the courage to speak up and advocate for students! When you know the faculty staff from the meetings, it’s easier to approach them about course matters as well. Additionally, as a halloped, you learn to understand the broader workings of the faculty and university,” Laura points out. The other respondents agree that serving on faculty councils has increased their understanding of how the university functions and has also given them the courage to advocate for student matters.
“Above all, it has given me the courage to act and the opportunity to realize that all decision-makers are just people. At first, it felt daunting to make comments in meetings, but my confidence grew when most of those comments led to actions or investigations. The staff is often interested in hearing our opinions, and the reception has always been warm. I also personally enjoy the fact that the work is meaningful. Sometimes things get overlooked in preparations by the staff, and our biggest impact is simply that we have students involved in the governing bodies, keeping an eye on things,” Mika adds.
Mira sums it up well: “Understanding of the university’s structure and situation, contacts, opportunities to influence, a link between students and staff, and meeting procedures.”
What would you like to say to students who are considering applying to faculty councils
The hallopeds we interviewed had initially questioned whether they were up to the task. However, all three encourage students to apply for the faculty council if they are interested in making the student voice heard.
“I personally hesitated, wondering if I was qualified enough, but in practice, just being a student is enough qualification. It’s more about interest and representing the student voice! If you’re interested in influencing things at the faculty level, this is a great place for that,” Mira notes.
Mika emphasizes that you don’t have to work as a halloped alone—you get support from other student representatives. “Welcome aboard, regardless of your background. I was relatively uninformed when I applied, and you learn as you go. All you really need is a genuine desire to show up about once a month and an interest in learning and asking questions when the issues being discussed raise them. Student representatives also stick together and often familiarize themselves with the issues beforehand. You’ll never have to attend a meeting alone,” says Mika.
Laura wraps it up well by explaining why students are needed in university decision-making bodies:
“It’s absolutely worth applying to be a halloped! Bringing the student perspective into discussions is important, and no one else can do that better than us students!”
The halloped application period is still open until the end of this week, with the final application deadline on September 15. If you’re inspired by Mika, Mira, or Laura to apply for the faculty council, you can read more about the call for student representatives in adminstration and how to apply on TREY’s website.