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I nostri rappresentanti:







  1. The complete syllabi should be uploaded on Esse3 before every academic year begins. Doing so would help student organizing better their studying timetable for the semester, and give better insight into what to expect from each and every course. 

  2. Complete criteria assigning students to basic and advanced courses should be reviewed and made public for students at the very outset of the semester. Simply deciding on the basis of mere CFUs is a rigid and mismatch-prone method: students should be divided by taking into account the whole curriculum vitae, i.e. the student’s application.

  3. Splitting courses between basic and advanced classes is an interesting idea, allowing flexibility towards each student’s former education. 

  4. Yet, much fine-tuning is necessary. Constant reviewing of didactic approaches and methods should be one of the SIS’s main objectives, through constant professor-student cooperation.

  5. MISS degree students have to pass an ECDL test, granting no credits despite requiring lots of time and effort. The test would make sense if it was better integrated into the degree's structure and purposes, and of course was rewarded in terms of CFUs. 


  1. Students have shown their liking for a teaching system based on presentations and finals in form of papers. Favoring this grading method over a more traditional one fosters the development of critical thinking and intellectual autonomy. It also greatly helps with student’s workload management. 

  2. Many students have major issues with CLA courses because of scheduling, course content and language level recognition; dissatisfaction is widespread. The second language exams could be substituted by a continuing assessment course entirely organized by the School of International Studies, similarly to the English Language Workshops. 

  3. Lessons should be recorded, and such recordings put at disposal of students. Teachings would become available for students that cannot attend certain lessons for relevant, unavoidable private issues. A fair and reasonable system that does not impair teaching’s quality could be developed and tested.

  4. MEIS students should be able to make a non-compulsory internship count, in alternative to a 6 CFUs elective exam. This way, the SIS would reward a proactive attitude towards the work environment and future recruitment opportunities. The internship should be interchangeable with exam based 6 CFUs, and not compulsory.

  5. SIS students should have free access to online resources blocked by expensive payment walls, such as major international newspapers, reviews and magazines dealing with international relations. Many issues of this kind are not available in BUC archives.




  1. Providing all tables in common studying areas with sockets, all over the building, is necessary. Most students read and write on devices such as PCs and tablets, and should not run everyday to get a good seat. Moreover, artificial lighting is insufficient over many tables. 

  2. Common spaces in our building should be better equipped, because they are valuable spots for socialization. In particular, the areas in the front and back can and must be improved.More bike rakes are necessary in front of Palazzo Prodi. Such simple measures can noticeably endorse sustainable mobility. The garden in the back needs more benches, and its green space could be better taken care of. The garden too could easily fullfil its potential. 

  3. On the inside, two lacking common spaces should be made available to students. The refreshment area should be widened, or a new one should be arranged, because in winter months students do not have enough warm rooms to eat lunch or have a break. Many come to classes with luggage, having just arrived in Trento or being about to leave. There should be a luggage room, were bags and trolleys would be safely kept during lesson hours.

  1. As of now, the exam session is way too short. Exams are very close to each other, making preparation unnecessarily difficult. Examinations could go on in February, which is at the moment an empty gap in the academic calendar. 

  2. Starting lectures late as this year had two main negative consequences: firstly, lessons have been rather compressed, and so presentations ended up being very close to each other; secondly, there is going to be very little time for students to travel back home for the winter holidays. Moving the first lecture in mid-September would help with both of these issues.

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