Student Representative Qualifications

Dedication
Of course, a student advocate must commit themselves to attending all of the meetings of their committee. More than that, a student advocate ought to be enthusiastic and eager about the work of their committee, making an effort to be prepared to discuss the committee's agenda.

Advocacy
The first priority of a student representative is to serve the student body, not himself or herself. Accordingly, a student representative should be as proactive as possible, so as to ensure that the needs and desires of the student body are not overlooked when decisions are being made.

Communication
An institute committee member should possess strong communication skills that enable him or her to both listen to what others have to say and express opinions effectively to faculty members as well as students. A student advocate should be persuasive yet respectful when communicating thoughts and ideas.

Transparency
Since a student advocate's mission is to serve the interests of all undergraduates, he or she should maintain as much openness and transparency as is appropriate for the nature of the committee. It is important to keep the rest of the undergraduate population aware of important discussions and ask for input from peers. Maintaining brief minutes from meetings and posting them on the UA website allows for greater transparency.

Experience
While not always necessary, the most effective student representatives tend to have demonstrated a level of prior engagement with issues relevant to a committee. Instances of this experience can include engaging in discussion with faculty about the relevant topics and participating in student groups that address similar concerns, to give just two examples.

Knowledge
As a representative of the student body, a committee member should always stay well informed of any aspects of the MIT campus, curriculum, or student life which may help improve his or her contributions to committee discussions and decisions. Coupled with a strong understanding of a particular committee's role and objectives, knowledge may come in the form of experiences in or outside of the classroom and interactions with diverse groups on campus.