Governance and Global Affairs
• More uniformity in terms of lectures and examinations at the faculty. It is confusing for students when each course uses a different platform to teach online lectures. One uses Kaltura and the other Zoom. The same applies to exams. Here too, it alternates between the use of external platforms and the use of Brightspace. A line should be drawn in this regard across the faculty.
• Introduction faculty-wide propaedeutic diploma. Many studies at FGGA do have a propaedeutic diploma, but Security Studies does not. There is no good reason for this shortage. A propaedeutic diploma is a form of recognition for the student of their abilities. In addition, there are employers who require that the propaedeutic phase has been passed, which is another reason why it is useful not to make it different for each study, but to introduce the propaedeutic diploma throughout the faculty.
• Check for LU Cards around exam periods to keep study places free at Wijnhaven. Campus The Hague has now become an indispensable building in The Hague. And the students who are not studying at Leiden University also know that. Because of this it was (in pre-corona time) always very busy at Wijnhaven and if you were not very early, it was difficult to find a study place. We understand that systematically checking LU Cards will be difficult, which is why we advocate checking for LU Cards around the exam periods, in order to prevent study places from filling up too quickly. In addition, we argue for the retention of the current reservation system, but only for the library, for example. Possibly with shorter periods for people who do not want to study for very long.
• Improve visibility of co-participation. Participation at FGGA is still too often invisible to many students, especially first-years. They do not always know who to reach in certain cases. A solution for this could be, for example, that during lectures there are people from the programme committees who show their faces so that students know who to reach them. In addition, during the introductory lectures, a few things can also be told about co-participation.
• Sustainable alternatives to combat food waste at Wijnhaven. For the time being, the food in the Wijnhaven canteen that has not been sold is thrown away at the end of the day. We argue in favor of looking for alternatives to this, as much of that food is still good. Consider, for example, donations to initiatives that take over leftovers.
• The faculty must support certain programs to include sustainable components in the curricula. Sustainability is not only about green energy, recycling and waste separation, but also in the courses that are given. We advocate supporting more "sustainable" training. In this way, the faculty increases sustainable components in the curricula.
• The faculty must do more to ensure that student welfare is taken into account. Many students are not familiar with the existence of student psychologists. This differs greatly per study. At faculty-wide level, the provision of information on this to the student must be improved. Student welfare has also become a bigger problem recently, especially since the corona crisis. We argue that the faculty should encourage lecturers, for example, to discuss the study load more often with students.