November 2023 Student Panel

Policies Discussed

The Policy Proposals discussed at the November Student Panel were:

1. Should the LSESU lobby for the LSE library to better support silent study?

Issue: The issue I am trying to solve is the lack of a conducive study friendly library at
LSE. LSE library is the only loud library I have come across. It is extremely difficult to sit and
concentrate on work when there is so much noise around. Silent zones are so futile if the
adjacent zones are spaces where students can discuss and talk loudly in groups.

Solution:

The suggestion entails the conversion of a substantial portion of the library into
designated silent zones, featuring only specialised rooms and pods (similar to those in LG)
for facilitating group discussions.
It has been observed that the area near the desktop computers tends to be particularly
noisy, thus prompting the proposal for the establishment of a dedicated computer room.
Given the library's circular and open architectural layout, it is noted that noise tends to
propagate easily, which leads to the recommendation for designating the entire LSE library
as a complete silent zone.
While recognizing the need for accommodating group discussions and collaborative work, it
is worth noting that there are ample study spaces throughout the campus intended for these
purposes unlike silent zones.
LSE to provide other rooms that can be booked on campus for silent study?

 

2. Should the LSESU and PfAL (Programme for African Leadership)
   collectively work to mitigate and eliminate diversity and inclusion
   challenges faced by African students on campus?

Issue:

Student diversity and inclusion in the following enduring areas that adversely impact African students at the LSE:

1) Lack of diversity and inclusivity: African students, as a minority group within the LSE, may confront feelings of inadequacy or imposter syndrome if the institution’s faculty, staff, and curriculum fail to adequately reflect diversity and inclusivity. A lack of representation can erode our sense of belonging within the academic community.

2) Bias and discrimination: Regrettably, African students may encounter prejudices and microaggressions fuelled by racism and bias which can negatively impact our academic, and social experiences.

3) Feelings of isolation and access to support: the geographical and cultural distance from home communities can lead to profound feelings of isolation among African students. This coupled with challenges of adapting to a new environment, cultural shocks and language barriers, can sometimes hinder our ability to connect with our peers and seek support. African students may be less inclined to seek essential support services in mental health, academic challenges and/or career guidance due to stigma and cultural norms surrounding these issues; which may further undermine their overall wellbeing and academic success.

Solution: 

Our response to these enduring concerns is ‘UBUNTU’. Ubuntu is an African philosophy of togetherness, equality and humanity. Therefore, we believe, initiatives such as prioritising diversity in all spheres such as the faculty/staff hiring process, food options available at the cafeterias, career and wellness services available, providing training to promote inclusive behaviours and/or auditing the curricula to expand it beyond the androcentric and eurocentric ideals will go a long way.

We propose the following interventions:
1) Prioritise diversity in the faculty/staff hiring process.
2) Review of study literature, curricular and reading lists to better reflect the African perspectives.
3) Greater support for students over the course of the dissertation period
4) Creation of a diversified and racially inclusive support service team (i.e careers and wellness) that understands the peculiarities and contexts of African students.
5) Departments to announce and plan international trips much further in advance to allow for students with restrictive visas to make plans, and to arrange for any short notice trips to be held in the UK

 

3. SHOULD THE LSESU LOBBY LSE TO ADMINISTER SELF-CERTIFIED EXTENSIONS FOR STUDENTS?

Issue:

Although those with disabilities get adjustments, many are undiagnosed, waiting for years for an assessment (often for neurodivergency) or do not meet the criteria even if it adversely affects their studies (often those with short-term conditions) LSE may be trying to maintain academic rigour with stringent exam practices, but this may be detrimental to students' wellbeing
There is no correlation between UK University league table position and their extension policy

Solution: 

• LSESU to lobby LSE to facilitate a 48-hour self-certification extension twice a year
• LSESU to lobby LSE departments to facilitate a self certification extension based on best practices determined by the SU
• LSESU to lobby LSE to implement different extension types for different conditions
• LSESU should lobby for self extension standards should be consistent across all departments
• LSESU and LSE should take learnings from COVID 19 approach to extensions

 

Voting Outcomes

1. Should the LSESU lobby for the LSE library to better support silent study? PASSED
2. Should the LSESU and PfAL (Programme for African Leadership) collectively work to mitigate and eliminate diversity and inclusion challenges faced by African students on campus? PASSED
3. Should the LSESU lobby LSE to administer self-certified extensions for students? PASSED

 

To follow along with the SU's progress on these proposals, take a look at our Passed Policies page.

If you have any questions or concerns about the policies passed above, please get in touch at su.democracy@lse.ac.uk

Find out more about the Policy Proposal and Student Panel process here.