Seoul National University students welcomed their 64th student council president in December 2024. On November 4th, 2024, the Seoul National University Election Committee hosted a debate between the two competing candidates for the honorable position. The debate handled multiple issues relevant to the daily and academic life of SNU students, including the increase of tuition fees, student welfare, and improvement of the academic system. It was an opportunity to compare and contrast the visions of the two candidates, Haru and Signal.  Haru sees the student council’s role as a “center for problem-solving,” viewing continuous communication and reflecting voices from the students as the core role of the student council.  Signal aims to create a sustainable student council structure that can last beyond their time in office through cooperation with SNU colleges. My personal thoughts as I was watching the debate: “Whoever wins the election, the SNU student council seriously needs to grow a backbone. ” Why? Both candidates seem to fear controversy more than the actual problems that plague SNU students’ school life. In response to one of the debate questions about how they would conduct when a conflict of interest between the school administration and the students arises, Haru flat out stated that they would compromise because the administration controls the funds for essential campus welfare and cultural events.  Signal also expressed reluctance to take a strong stance against the administration, although they did vaguely mention that they would take action if the administration refuses to listen to the students. Some might say Haru and Signal are being pragmatic, but sometimes, “pragmatic” is an euphemism for “meek. ” Signal went on to win the election, but their victory did not diminish the concerns raised by their debate performance.  Another important issue was the protection of minority rights.  Haru argued that direct communication and preemptive problem-solving through opinion gathering are crucial in protecting minority rights.  Signal proposed that the council serve as a platform for protecting minority rights, suggesting activities like human rights card news production and barrier-free procedures. While both candidates did not make any explicitly offensive statements, their choice not to mention any other minority groups other than the disabled and vegans was just as bad. Were they really naive enough to believe that the two are the only minority groups on campus? Or were they wary of the backlash they might receive if they advocated for “controversial” rights of women and queer students? The candidates’ hesitance to challenge the administration and their reluctance to support minority rights explicitly stem from the same root: a fear of controversy that undermines the council’s principal purpose. A student council’s core mission is to represent and protect the diverse interests of all students, which inherently requires taking principled stands. However, a student council that cannot stand up to administration pressure is unlikely to champion controversial minority rights issues. Conversely, a council that shies away from protecting minority students signals to the administration that it will likely back down on other contentious issues as well.  The Lost Spirit of Student AdvocacyIn the 1960s, Seoul National University’s student council stood as a beacon of democracy during South Korea’s darkest hours. The student council orchestrated demonstrations that would become pivotal moments in Korea’s fight for democracy, proving that student leadership could shape a nation. This legacy makes the current state of SNU’s student council all the more painful to witness. Where fierce advocates of justice once stood, we now find an organization that prides itself on being “apolitical. ” The previous council, Noon’s declaration of maintaining an apolitical stance on any issue charged with the dispute isn’t just a departure from tradition; it’s an abdication of responsibility. This transformation from fearless advocate to cautious administrator represents more than just a change in leadership style. It reflects a fundamental misunderstanding of the council’s role. The student council wasn’t established to be a junior partner to the school administration but to be the organized voice of student power and rights. The irony is that this “safe” approach ultimately makes the council less effective even in its chosen role as administrator. Without demonstrating a willingness to actively defend student rights and challenge unfair policies, the council loses the moral authority needed to effectively represent students’ interests. Each compromise, each silent assent, further erodes the council’s legitimacy and influence. A student council is not meant to be an extension of the university administration but rather a counterbalance to it, representing student interests even when—especially when—they conflict with administrative priorities. The council has adopted what it calls a “pragmatic approach,” which in practice means avoiding friction at all costs. This creates a dangerous precedent where the administration knows it can count on council compliance rather than a challenge. This presents a false choice between cooperation and confrontation. Looking at successful student councils globally, we see that effective advocacy often involves both. The most successful councils maintain professional relationships with the administration while unafraid to take strong stands when necessary. They understand that constructive tension is not only acceptable but often necessary for meaningful change.  The Elephant in the Room: Minority RightsThe current student council’s approach to minority rights reveals a troubling pattern of strategic silence. While they readily engage with general student concerns like cafeteria prices or library hours, they consistently sidestep issues affecting minority students—issues that, though affecting fewer students numerically, often have more profound impacts on their well-being. LGBTQ+ students continue to face significant challenges on campus, from the absence of anti-discrimination policies to the lack of safe spaces where their identities can be acknowledged. Similarly, students with disabilities face persistent accessibility issues. Basic accommodations like ramp access and elevator maintenance remain inadequate in several buildings.  The University Principle of SNU currently does not specify the right not to be discriminated against on gender, nationality, race, disability, region, age, and religion because the University-wide Student Representative Council failed time and again to reach an agreement. There were various concerns regarding the implementation of such a right, including one raised by Haru’s candidate, Lee Kang-Jun. His concern was that there was not enough discussion about the change in the student council system as a whole to make the amendment. It is disappointing to see that Haru has merely reiterated the importance of “ample discussion” regarding the subject while failing even to mention it in their policy brochure.  The council’s reluctance stems from a misguided political calculus: the fear that addressing “controversial” issues might alienate the majority or antagonize the administration. This is a legitimate fear shared not only among council members but also among some students. However, this approach fundamentally misunderstands the council’s mandate. A student council’s legitimacy comes not from representing the majority’s comfort but from protecting the rights of all students, especially those most vulnerable to marginalization. More importantly, we cannot let fear dictate the life we experience as SNU students.  The council must embrace the understanding that true leadership often requires taking unpopular stands and facing administration pushback. By implementing these measures while maintaining professionalism, the council can transform into an effective advocate for all students while preserving necessary working relationships with the administration. Success will require courage, persistence, and support from the broader student body. The council must communicate clearly that these changes are essential for creating a more equitable and responsive university environment. By taking these steps, SNU’s student council can begin to rebuild its reputation as a fearless advocate for student rights and interests. The SNU student council stands at a critical crossroads. The choice it faces is not merely about succession or administrative efficiency. It’s about the integral purpose of student representation in university governance. The current pattern of diplomatic silence and administrative focus has created a council that excels at organizing events but falters in its core mission of student advocacy. The recent debate between the Haru and Signal campaigns highlighted the tension between administrative efficiency and advocacy. While both campaigns emphasized communication and systematic approaches, neither fully addressed the council’s retreat from its historical role as a bold defender of student rights.  Signal’s subsequent election victory makes it all the more crucial that these concerns be addressed as they take office. To current and future council members, the message is clear: your role extends beyond managing student services. You are the voice of students who often cannot speak for themselves, the defender of rights that might otherwise be forgotten, and the conscience of an institution that sometimes forgets its educational mission in pursuit of other goals. The question facing the council is not whether it can survive another election cycle, but whether it can reclaim its role as a fearless advocate for student rights and interests. The answer to this question will determine not just the council’s future but also the character of student life at SNU for years to come.

As a Seoulite of 10 years, I have noticed a novel addition to the city: electric bikes and scooters. They’re everywhere—streets, apartment complexes, private property—and they’ve made their way inside our campus. Dozens, if not hundreds of electric bikes and scooters are parked inside Seoul National University’s campus at any given time. Some places attract more vehicles than others: very popular areas such as the Business School building and the Multimedia Lecture Halls often see great stashes of e-scooters and bikes pile up. It seems safe to say that these devices have gained immense popularity among students as a way of getting around SNU. However, following the recent student council election, we may be on the brink of a significant change. On November 15th, the 64th student council election officially came to an end.  Signal secured the council with 5,445 effective votes over Haru’s 2,814 votes, marking a victory in the student council’s first valid presidential election in two years. While both sides offered pages upon pages of election pledges, one pledge from Signal’s side caught the eyes of e-scooter and bike enthusiasts. As part of their transportation pledge, Signal announced that they’d “implement ‘Personal Mobility Parking Areas’ around the campus and limit vehicle parking to these areas. ” These measures were proposed in order to ‘promote safety, and to make the campus environment look nicer and more orderly. ’ But why do they suggest implementing parking areas for personal mobility? What problems does this measure solve? How effectively can they solve said problems? Before we answer those questions, let’s look into why we have come to ask these questions in the first place. Personal mobility, or formally personal mobility devices (PMDs), refer to an assortment of small, electric-powered vehicles that transport individuals at low speeds (usually not exceeding 25 km/h). By definition, PMDs include a diverse array of vehicles, such as electric skateboards or self-balancing unicycles. However, Signal’s pledge on PMDs focuses more on e-scooters and bikes. These two vehicles constitute the vast majority of PMDs in SNU. PMDs have gained massive popularity on the campus since 2019. The first publicized electric scooter service in Korea was launched by Kickgoing in 2018, and people on campuses were one of the first to adapt to this new addition. During this period, ownership of campus PMDs has also changed. Prior to 2019, any existing PMDs on campus were privately operated. Nowadays, they are mostly publicly shared, owned by private companies but used by thousands of people who freely rent, ride, and return the vehicles. Their massive commercial success is largely due to South Korea’s well-structured transportation system. PMDs are often used as last-mile transportation, meaning that they aren’t the main method of getting from one place to another. Instead, public transportation takes that spot. PMDs are slow and aren’t suitable for traveling long distances, so they serve as a secondary means of transport, moving passengers between the transit stops and their final destinations. Now we can understand why PMDs have come to be especially beloved in South Korea’s largest campus. SNU’s main gate is 1. 8km away from Seoul National University station with an upward elevation of 65m en route. With lecture buildings often even further away, students are forced to rely on bus transportation for movement in and out of the school. Although shuttle buses and public bus routes frequent the campus roadways to meet transportation needs, they operate only on the ring road that encircles the school, leaving students with no other option but to walk from the bus stop into the interior parts of the campus where the majority of the buildings are located. It is an ideal environment for PMDs to prosper. However, PMDs on campus were not warmly welcomed from all sides. Many critics have pointed out that the vehicles sprawled across the pavement obstruct the paths of pedestrians. Others find them simply displeasing to look at, and some others believe they pose a safety hazard. “They’re convenient, but I’m also slightly concerned (of their safety); I’ve nearly run into them a few times while walking on campus. ”, said a student from the school of business. Opinions clash as advocates of shared PMDs emphasize the convenience and efficiency the devices provide, while opposers wish them regulated or even banned altogether. Yet, Signal believes they have a plan to satisfy both PMD advocates and opposers alike. Signal’s proposed initiative is composed of two main parts. The first is designating parking areas for PMDs, and the second is working with PM operators to limit PMD parking outside of these areas. This article will analyze both segments of the pledge in detail and assess them for their feasibility and effectiveness. The proposed parking areas, called hubs or PM hubs, are marked places where PM riders can return their vehicles after they’re used. For others looking for a vehicle to use, hubs are a place where they can conveniently find an available device. In this sense, hubs are to PM what bus stops are to buses; they establish order in picking up and dropping off passengers that use the mode of transportation. Hubs come at a cost. The most obvious and prominent drawback is that a set drop-off and pick-up location for PMDs detracts from their main appeal: they’re supposed to be highly personalized modes of transportation that take passengers directly to their destination. Users would now have to walk from the hub to their destination. Despite the cons of PM hubs, Signal figures that the benefits hubs provide make up for the sacrifice in user convenience. As mentioned, three main issues surround PMDs. These were (1) obstruction of pedestrian walkways, (2) aesthetic displeasure, and (3) safety concerns. It seems obvious that designated parking spaces can mitigate the first two problems here. Users would park their vehicles in hubs instead of leaving them on the pavement, reducing the number of free-floating PMDs. Fewer vehicles on the streets mean less sidewalk blockage and fewer machines to look at. PM hubs are undoubtedly a very effective solution to these two problems. But Signal’s main rationale for implementing PM hubs was safety, the third problem. And for safety, the effectiveness of hubs is not as clear. Signal hadn’t disclosed details about how hubs would create a safer environment, so questions remain over how exactly Signal intends to connect the dots between hubs and safety. There is currently not much credible evidence that confirms whether hubs create a safer environment for pedestrians or riders. However, some studies do suggest that the locations of PM hubs influence the routes users take, and thus it may be possible to argue that strategically placed PM hubs can nudge users to drive on safer routes. A more robust explanation from Signal seems to be necessary here. The second part of Signal’s proposal involves working with PM operators to enforce established hubs by allowing PMDs to only be parked on hubs. This is done through a technique called geofencing. Geofencing is a GPS-based system that designates specific areas as ‘no parking zones’. A geofenced area is denoted by a shaded color on PM applications. Users cannot park in these areas, or they risk paying towing expenses. Therefore, geofencing effectively manages free-floating PMDs as it directly deters users from parking in undesirable locations. According to the pledge, Signal seeks to enter into talks with operators and require them to designate all non-hub campus areas as ‘no parking zones. ’Understanding the dynamics between PM operators in SNU is important to negotiate geofencing effectively.  TMAP and Swing are the two major PM operators serving the Gwanak campus. Both operators compete aggressively to dominate the campus PM market, a lucrative money-making machine. They hesitate to geofence campus areas, which could lessen user convenience and cause them to lose customers. This has resulted in TMAP only geofencing two small areas inside the whole campus and Swing geofencing one. Ensuring that geofencing requirements apply universally to all PM operators can encourage operators to follow the guidelines faithfully. Therefore, it is necessary that Signal’s negotiations are backed by the school’s administrative powers. Operators are unlikely to willingly comply with the proposed rules, as such measures likely predict a decline in on-campus revenue. SNU’s administration must step up and empower the newly elected school council by authorizing them to represent the school’s new policy regarding PM. The administration should also offer support by establishing clear and enforced penalties for operators who do not comply with the regulations. The convenience PMDs offer was warmly welcomed in SNU’s campus environment where buildings are distantly placed and movement is often time-consuming. The popularization of PMDs immediately changed how students travel; it fragmented former subway-to-bus-to-foot campus transportation practices by introducing an additional last-mile option to the mix.  Signal’s pledge is the first attempt to harmoniously incorporate these vehicles into SNU. The pledge already provides a reasonably functional model for PMD management. The framework for said pledge, involving PM hubs and geofencing, is promising and has good potential to alleviate common problems caused by PMDs. However, it is clear that more planning still has to be carried out and more questions need to be answered in order to provide an optimal solution to the PM problems. What if hubs overflow with vehicles? How about implementing speed limits to PMDs inside the campus? Open-ended discussions among the council, school administration, and students will have to continue to introduce needed additions and revisions to the proposal.

We live with these people, but they’re not alive. Their footsteps are right here, but we can’t hear the thudding sound. Still, we see them every day – they’re spotted here and there on the school campus. I’m not talking about ghosts in Hogwarts, but the actual people who used to have connections to SNU. Actual, dead people. Their legacies are commemorated by the statues and monuments on the campus, which we often stumble upon in our day-to-day lives. You may have absent-mindedly overlooked their presence in the form of statues or memorial stones, but they would have spotted you.   Once you start to observe more carefully, you’ll realize there are a lot of them looking at you and smiling. The campus is not only a place blooming with lively workers and youthful students but also the dead. What of their legacies were so great that they are permanently “residing” on the campus? In what ways do they shape our lives here in SNU? If we take a look at some of them living in our school, we’ll be able to figure out how they’ve built our identity and even come up with a way to live with them on our campus. Introspection and creative expression with Shin WiOne of the most desired assets of the SNU students is the inquiring mind. Driven to question and ponder upon the things around us, we try to appreciate the essence of humanity and nature and then express it. And there is no better place than Jahayeon to reflect upon your thoughts and ideas. At the heart of the College of Humanities lies Jahayeon, a pond that has provided a serene solace for the students in the midst of their hectic school days. This pond is not only home to rich vegetation, koi fish, and magpies, but it’s also where Shin Wi, a prominent poet and public official in the Joseon dynasty, stands. You would have seen him gracefully watching the trees and the fountain harmonizing in Jahayeon, which is named after his pseudonym – Jaha. Why is he nestled in the middle of the College of Humanities, with this pond named after him? A brief dive into his life and legacy would let us know why. Having spent his childhood somewhere around the now-Gwanak campus, he showed early brilliance in writing and lived the life of a national official. His miniature sculpture by Jahayeon stands on the stone engraved with his poetry; “A long bamboo rose above the clouds, exuding blue light. The dragon wraps it around and the peacock leans on its branch (translated from Korean). ” Deemed to have mastered poetry, calligraphy, and painting all to perfection, he was acknowledged as the best writer and poet in the late Joseon dynasty. So much so that the previous name of the SNU’s Gwanak campus was “Jahatgol,” which is a tribute to Shin Wi’s legacy. Consequently, around 1975, the pond was named “Jahayeon” after Jahatgol, partly to celebrate Shin Wi. It is profoundly meaningful to have Shin Wi celebrated at the heart of the College of Humanities. His presence embodies the timeless pursuit of understanding and expressing the human condition and nature — which SNU students work ceaselessly on. A freshman from the Department of Korean Language and Literature shared in an interview, “The beauty of his poem makes the landscape stand out more. ” His poems, vibrant and vivid, not only celebrate the natural world but also evoke emotions and insights that resonate across generations. Reflecting on the impact Shin Wi has on her life at the university, she added, “His work inspires me to freely express my inner thoughts; I hope to create my own novel or poem someday. ”Likewise, his mastery of calligraphy and painting reflects the interconnectedness of introspection, appreciation, and creativity. His legacy inspires students to put their thoughts, dreams, and imaginations into new forms of creativity, weaving humanity's rich collective tapestry. Just as Jahayeon nurtures the creatures within and around it, Shin Wi’s presence nurtures the intellectual and emotional growth of students, inviting them to step into his footsteps as explorers of their own inner worlds. Learning how to coexist with ShinyangWhile Shin Wi’s works foster our connection to ourselves, there are other people that teach us to reach out to those around us. The most frequently seen among these figures would be Jung Seok-gyu. Never heard of him? Take this scenario: you have assignments or studying to do but are in between classes and looking for places to sit that are close to the lecture buildings. Where should you go? You would likely head to one of the Shinyang Halls, the perfect place to study in the vicinity of the lecture rooms. There are a total of three Shinyang Halls in SNU: one in the College of Engineering, another in the College of Social Sciences, and the other in the College of Humanities. Upon entering any Shinyang Hall, you might notice a man molded out of bronze – the late Jung Seok Gyu, whose pen name is Shinyang  – smiling at you as you hurry your way to study. An Engineering alumni of the SNU class of 1952 and a technology manager for 50 years, he founded the Shinyang Foundation to help students with their studies. His personal motto goes, “Money is like fertilizer; it stinks when it’s piled up, but it nourishes countless lives when it’s scattered around,” which is well manifested in one of the Shinyang Halls. He acted upon his motto for his whole life; we can feel his dedication as we comfortably study in the study spaces that he provided. From a brief interview with a Department of Political Science and International Studies student, I could take a peek at the students’ thoughts on the Shinyang Halls and Mr. Jung. “Shinyang spaces in the College of Social Sciences are great places to study between classes, and I found it convenient that it was accessible even until late at night and early in the morning,” she said. Although she said that she hadn’t heard about Mr. Jung’s real name, she has always thanked Shinyang for donating to the building students could study in. “I’m very grateful that there are people out there who care about our daily convenience and future. It made me think that I’d also like to be the one who could reach out to others when I grow up. ”His donations deeply resonate with us not only because they provided us with the study spaces we need during our day-to-day lives, but because they made us realize that none of us is an island in this society. His dedication inspires us to recognize that we thrive not as isolated individuals but as part of a greater, interconnected community. We should look after each other, for the countless hands of our SNU community nurtured us. His life and generosity illuminate the value of mutual support, or solidarity — showing us that by supporting each other, we can create a stronger and more compassionate SNU society. Standing up against injustice with Park Jong-ChulThere is a curious bust of a young, bespectacled figure and a gravestone right beside the road that connects the library and the College of Humanities. The bust displays a smiling man standing peacefully upright, as if he’s enjoying the sight of the students passing by. On the other hand, the gravestone portrays a drowning man with his face upside down. An interesting point: these two monuments commemorate the same person. The letters on the gravestone, though not highly recognizable, read: "One day in June 1986, [. .. ] you appeared, and then disappeared forever. [. .. ] Yes; those who move forward block the time, feel history, and engrave death in their hearts in advance. That's how we think of the age of hope rather than hope. That's how we join the moments of hope, those instant moments. This is, it indeed is, your image. Park Jong-chul, here we stand with the tears that have been solidifying for 10 years. June 1997. (translated from Korean)"This tribute is paid to Park Jong-chul, whose bust is right next to the gravestone. Starting his SNU life as a student of Linguistics in the 80s, he engaged in student protests to criticize the dictatorship and enhance workers’ lives. Unfortunately, he was then apprehended for his “subversive behavior” and tortured to death as he resisted giving away other associates’ names, and he was asphyxiated via water and electric torture. It was a nation-led murder claiming its power over an innocent and harmless college student.  Shocked at the incomprehensibly horrible incident, students and citizens united to rally against the tyranny and managed to seize back democracy. As a student majoring in German Language and Literature puts it, “his death possesses the characteristic of duality, for his tragic death shows the absurdity and the cruelty of the regime, but also sparked the movement for democracy among the people. ” Park’s sacrifice indeed transcends its tragedy; his activism is a great asset to the Korean citizens as well as the SNU students, for his sacrifice practically rehabilitated democracy in Korea. A student from the Department of Asian Languages and Civilizations observed, “The protest for democracy has brought about countless changes to SNU as well as other parts of the nation. Article 22 of the Constitution has freed the academia, and countless changes were made. ”His passion for truth and justice continues to inspire SNU students to reflect on their own responsibilities to act upon them. On December 5th, the General Student Assembly was held to condemn the misconduct of the president for exploiting martial law, which has severely damaged the integrity of Korean democracy. Over two thousand students assembled in the outdoor staircase of Acropolis despite the cold night air. The SNU students did not and would not stop standing up against injustice, protecting the hard-won values Park fought for. This courageous act of selflessness that the students showed as democratic citizens would continue to pave the way for democracy. These are the dead living with us, carved into rock and embodied with metal. They breathe within the campus, their spirit unwavering and their eyes knowing. Together, they impart timeless wisdom, compassion, and courage that guide us toward becoming our better selves and communities. Shin Wi’s artistry ignites the creative spark in us, encouraging us to express ourselves freely. Sinyang nurtures the bonds that hold the SNU community together, reminding us of the strength found in kindness and connection. Park Jong-Chul’s unyielding pursuit of truth and freedom teaches us our responsibility as citizens – to secure democracy and never settle for less than justice. Each figure complements the others, building a legacy that shapes who we are today. It is upon their collective shoulders that we thrive. We live normal lives, laugh and chat with friends, and pursue the fields of interest we love – all because these unearthly campus mates have been quietly rooting for us, their influence echoing in every corner of our lives. So next time you bump into these figures casually enjoying the early sunlight or tasting the sprinkling rain, take a moment to smile and remind yourself of what they’ve done for you. I’m sure it will make their day.  

On the night of December 5th, the students of Seoul National University gathered in the fields of Acropolis to demand the resignation of President Yoon Suk-yeol: a protest against Yoon’s abrupt declaration of emergency martial law on the night of the 3rd. “This is the first instance of an imposition of martial law since the establishment of the latest constitution in 1987: an evident threat to democracy,” stated the Student Council President Kim Min-gyu. “The President of our country has an obligation to protect the basic rights of citizens and the democratic process, yet his decision endangered such values. Under martial law, the freedom of press, protest, and speech are limited, threatening the university’s academic freedom and democratic values,” he continued.  In response to the— now lifted —martial law imposition, the Student Council called for a General Student Assembly on the resignation of President Yoon at Acropolis field, near the central library. The student body voted on the following statement from the Student Council to President Yoon to resign from his presidential position: “Based on the decision to be made by the student body, we intend to draft a statement including the following points and demand the resignation of Yoon Suk-yeol. Condemn Yoon’s declaration of emergency martial law and hold him accountable for failing his presidential obligation to defend constitutional values. Oppose any actions that disrupt constitutional order, and strive to restore democracy by advocating Yoon’s resignation. Declare our commitment to protect students as Seoul National University’s Student Council.  All members of Seoul National University must unite in defense of academic freedom and democratic principles. Through the adoption of this statement, we sincerely hope our university will play a meaningful role in restoring our nation’s democracy. ” (Student Council Statement Pamphlet, Translated by Quill)The General Student Assembly is the highest decision-making body of SNU’s student population. Requiring 10% of the total student body to participate for any decisions to be validated, an astonishing 2,707 students (17. 8%) stood in the fields of Acropolis. Out of the total 2,556 votes, 2,516 voted for the resignation requisition, 4 voted against, and 36 abstained, showing an overwhelming support.  A representative from each College Department voiced their support for the resignation request. A student from the College of Education urged others to “remember the spirit of 1987,” stating: “The actions of our predecessors in Acropolis have led to a triumph of liberal democracy, a gift that remains on our campus. Though we may have taken this freedom for granted, we are back here united to demand the resignation of President Yoon… Human life ends with the last beat of the heart, but the life of our nation continues by the martyrs of history; one that will perish the moment we lose the spirit of democracy. ” A student from the College of Social Sciences expressed how Yoon “declared war against his own people,” hence, “He is not my president, nor is a country that legitimizes his presidency. ” Another student added, “Though we are here to condemn Yoon’s behavior, it is not in support of either political party,” sending a message to the press, “do not distort our political beliefs. ” A student from the College of Natural Science not only condemned Yoon’s actions on the 3rd, but also criticized policies imposed during his presidency, specifically the reduction of R&D funding.  “For the Resignation of Yoon Suk-yeol” Photograph by Shin Hye-wonGeneral Student Assemblies have been called during significant affairs to collect student opinions or discuss collective measures. The first assembly was held in February 1980 to discuss the future of the Student National Defense Corps and fight for academic democratization, adopting a resolution titled, “Our Commitment to Academic Democratization. ” Later that year in May, another assembly brought 12,000 students to Acropolis in response to emergency martial law to debate the government’s revision of the constitution. While General Student Assemblies in the 1900s reflected the period’s political instability and students’ efforts to protect democracy, the assemblies of the 2000s shifted towards pragmatic, internal affairs. This includes the protests against rise of tuition rates in 2005, opposition to the corporatization of SNU in 2011, and the discussion of the Siheung campus implementation agreement in 2016. During the former President Park Geun-hye scandal, instead of a student assembly, students opted for a class boycott and protest at the Grass Square. University students have been, historically, at the forefront of Korean democracy: from its establishment to its continuation. The General Assembly of December 5th marks a rare yet uniting moment among students, echoing the activism of previous generations. In the fields of Acropolis, the voices of over two thousand students cried with a clear demand: “Yoon Suk-Yeol, resign!” This article was co-written by Hyun Joo-young (Editor-in-Chief) and Kim Ji-woo (SNUS Editor)

What’s your current fixation of interest? Maybe it’s the intricate perfume-making, or an impulse to go learn scuba diving; perhaps even bird-watching. Either way, SNU probably has a space for your interest to thrive: in the form of a ‘dong-bang. ’ A dong-bang is an abbreviation for ‘dongari-bang,’ which directly translates to “club room,” where club members can hang out, pull all-nighters, have meetings and store all supplies necessary for club activities. Clubs are a fascinating space to explore your hobbies as well as socialize with those who share common interests. University clubs are the epitome of campus life for everyone, especially for freshmen on campus.  A popular university platform “Everytime,” an app that introduces all clubs in SNU called “All-cul” (올클) and school-held offline events such as the “Club Introducing Event” are all ways to familiarize yourself with some clubs that may spark your interest. The SNU community offers a variety of clubs to satisfy even the most niche hobbies and explore activities that they have never experienced before. Let us invite you to the world of niche and specialized Central Campus Clubs that are open for the whole university to join and are often larger in scale. There is undoubtedly space for everyone. This selection is only a small sample, yet there are ones that are unique in their purposes. SNU’s clubs are categorized into Academic, Athletic, Hobbies, Service, and others. The provided list will focus on the Hobbies and Athletic clubs as they cater to more creative clubs that you likely may have never heard of!Pium - Room 412Did you know that there are gardens on campus? Pium, which translates to “the blooming of a flower,” is a club that aims to take care of the gardens in buildings 220 and 200. One member of Pium was passionate enough to describe her views about the club. According to the member, SNU’s gardening club Pium has two divisions. "Teumbat-bu" takes care of growing crops and "Jeongwon-bu" takes care of organizing the garden (usually flowering plants). In the weekly meet-ups as well as various special events, a wide range of activities can be experienced. She also shared her personal feelings. “[She] got to be a part of many activities that made [her] feel very fulfilled such as taking care of the in-school garden. [She] grew cabbage and radish to make kimchi with it, grew strawberries and cherry tomatoes only to enjoy the fruits, and planted colorful flowers that brightened up the campus. As for the special activities, [she] visited places related to gardening, planted “pet plants,” created flower arrangements, and did other unique activities related to plants. ” Towards prospective members of Pium, she wants to say that “even if you lack knowledge about plants, the joy of aiding the growth of life with your own two hands along with the other members seems small but is so definite. You can take a breath of air amidst your busy daily life and find some rest for your tired self. ” How would you like a club where you can heal your inner soul by gardening and surrounding yourself with nature on campus?Birdle - Room 606Birdle is a wild bird research society that strives to observe and research wild birds. Anyone interested in birds is qualified to become a member. As there are endless species of birds aside from sparrows and doves, this is a chance to get to know more of them. Since it is hard to find unique birds on campus, there are explorations you can partake in where you get to visit mountains and parks with club members to observe birds and capture majestic pictures of them. This club also works in close relation to different universities with this shared interest, thus you can readily meet people from other schools. With them, you will be able to go on these explorations together with other members, observe birds together, learn new knowledge about birds from one another, and ultimately bond. If you need some time to get away from the busy city life and instead take in some fresh air while encapsulating yourself around the chirping of birds, this may be a club that may allure you. Minutia - Room 441A club concerned with scents sure is one unique club. A variety of cultural and artistic activities relating to scents and perfumes are offered. Perfume-making classes are typically provided every week. The first few weeks of these classes include exploring a variety of basic scents and finding which one is your favorite. The next couple of weeks dive into deeper scents and building personal perfumes. The club also hosts perfume exhibitions every vacation prepared during the academic semester. According to a member of Minutia, “Minutia allows you to familiarize yourself with various scents and even create your scent to be used for your own perfume or scented ornaments. There are also frequent small group meetings to do activities related to perfuming such as cherry blossom scent making and carnation scent making. ” As for the membership fee, she stated “Although the membership fee does feel a bit expensive, I think that money is all worth it since you can experience various scents for yourself as well as create your scent. Furthermore, there are sometimes 회식 (after parties) after group activities, so I had many chances to get close to different people. ” What she wanted to say ultimately about this club was this: “If you have an interest in perfumes or other scented products and want to learn more in-depth about it, I highly recommend joining this club!”HurimA cocktail club in a university undoubtedly does sound foreign. Or perhaps it appeals to many’s hidden obsession. “Hurim” provides cocktail seminars that educate you about a variety of cocktails. You can even recreate your cocktail and get to taste it. Touring bars and pubs to find cocktails that suit your palate is also a possibility in this club. Aside from cocktails, there are events where members can bring in a variety of different drinks such as wines, beers, and even Korean traditional alcoholic beverages, and share them with the whole club. They also emphasize that they are completely free from the forced drinking culture, and everyone drinks to their limit and satisfaction. Hurim appeals to those interested in various types of alcohol while also advocating safe practices of drinking, putting emphasis on the enjoyment of tasting alcohol. Snurfer - Room 612As winter approaches, one may take an interest in specializing in a winter sport. Another uncommon sporting club is Snurfer: a club for those who are interested in snowboarding. They are a part of the Korea University Snowboarding Federation (KUSBF) along with snowboarding clubs of other universities. They host large-scale events such as snowboarding competitions where you can compete as teams or individuals where you can aim for a prize. They also have parties where members can attend. Information on those can be seen on their Instagram page. Although snowboarding is a winter sport, the club still hosts activities during the spring semester so that students can get closer to other members of the club. For example, there are board exercises that can be done on land, even without snow. Since snowboarding requires physical strength and balance, exercising these skills beforehand will enhance your snowboarding skills. Snow is thus not necessary for practicing these skills. If you are worried about not having the experience beforehand, there is no need to fret. This club has more new members who have never snowboarded before than those who are experienced. Keep in mind that “Snurfer” is a very popular club, thus the applications fill out rapidly and may close earlier than the deadline. Looking for a club to learn snowboarding as a group while meeting new people with that shared interest? This club is for you. SNU ScubaScuba diving sure is not a day-to-day opportunity one would obtain, especially in Seoul. This scuba diving club has been active in SNU for 47 years. Even beginners can join the club as lessons start from the very basics, though one prerequisite is that you must be able to swim breaststroke. You will be able to earn an SDI (Scuba Diving International) license which allows you to scuba dive anywhere in the world. This club does not meet weekly; they have a short training period and expedition during the summer and winter breaks. In the winter of 2023, they went to Namae in the Gangwon Province. They also traveled abroad to the Mactan island of the Philippines. Going on these expeditions will surely significantly enhance your scuba diving skills. If you are invested in activities and clubs that you can participate in during the lengthy summer and winter breaks, why not join SNU Scuba?Most clubs open their applications at the start of every semester, and some are open at all times. Ensure to check up on the details directly announced by the club you are interested in to not miss any deadlines! After you become an official member, visit their dong-bang most likely located in the Student Center (Building #63). The listed clubs that have dong-bangs have their room number stated right beside their name. When you visit, you will be able to enjoy socializing with club members in a space catered just for your club! Everyone in SNU has a space where they can be themselves and explore their identities: clubs are just one sensational way. This space is not only physical, as provided by the dong-bang, but also communal, provided by the members of the club and their interactions. There is always space in different clubs and communities, big or small, waiting for you to be a part. Do not ponder any longer and simply explore. These spaces are waiting for you to benefit.  

Vanessa Lim is a professor at the English Department of Seoul National University—a part of the school’s growing international faculty. As she shares her journey that has taken her across the globe from the United Kingdom to Korea, she offers personal insights on cultural adjustments, perspectives on academia in a new space, and valuable advice for students and faculty navigating similar paths. Culture & Academia1. Can you describe your background in academia and how it is similar/different to your current position at our university?I came to literary studies in a very roundabout way—I was first a student of political philosophy as an undergraduate and then as a master student I studied intellectual history and the history of political ideas and it was through that that I came to my main field of studies which is Classical and Renaissance and through that Shakespeare. So my background in academia has been varied—I am happy to be here in an English department. 2. How does the overall culture at our university compare to that of your previous institution(s)? (ex: academically, the environment and atmosphere etc. )My main academic experience and studies have been in the UK so I can only really speak to what's happening there. I was in the UK for about eight to nine years I think around nine. Initially, I enjoyed it very much. I thought it was very welcoming and had a good time, but in recent years, although this is not only limited to the UK, the higher education sector has been in considerable trouble over there. Compared to where I’ve just come from, SNU feels very stable and everyone has been absolutely lovely. 3. Could you elaborate a little further on the considerable trouble in the UK you’ve just mentioned?There's a lot of upheaval-strikes related to the pension funds in the UK. So comparatively, SNU feels like a very safe space to work in. That's not to say there aren't issues here in Korea which I'm not all that well educated on, but from my very limited bubble in the Humanities Department, I feel safe. Navigating in a New Space and Surrounding4. Have you encountered any challenges navigating the academic system in a different country, or its cultural aspects?Obviously the language barrier is a huge source of trouble. I'm studying Korean really hard, but it's not like I always have the time. As I'm sure you know, a lot of the paperwork and the bureaucracy at this university is done in Korean, so it's not something I would be able to get by without a lot of help. Culturally, there were lots of new things that I've experienced: things like hweshik (company dinners) or after-work gatherings, are very unique to Korean academic culture or Korean working life, generally. Of course in the UK you go to the pub with your colleagues, but it feels a little different. There’s no Second or Third Rounds, and it usually doesn’t go on for that long. So it's been quite a new cultural experience in this sense. 5. Were these aspects difficult for you to adjust to at first, were they merely shocking or surprising culturally?Culturally and somewhat linguistically Korea has lots of different levels of formality and hierarchy, which I'm not necessarily used to. I was born and raised in Singapore, then lived in the UK for a while, and then Europe for a bit, where although people do respect their elders and speak politely, it's a different level of consideration. People say I don’t need to turn away when I drink at hweshik but of course if every junior is doing it, then I would have to do it. 6. So it’s a different form of formality compared to what you are used to in Singapore or the UK. Yeah absolutely! When I first moved to the UK, when I first started my Ph. D. program I kept writing to my Ph. D. advisor addressing him as “professor,” and he wrote back to me saying “Vanessa, You must never call me that. I would strongly prefer you address me by my first name. ” Here, I have to address my colleagues as “OO teacher”. Students always call me professor, so I'm always very shocked by that. The first two years, I could not get used to being called professor. Students who would address me would say “Professor Lim,” so I was like (gasp) “I’m a professor now, okay!”7. The weight of the word itself is actually different in some countries. Yeah exactly, I would call my colleagues by their first name or students would call me by my first name. Some students in the UK will say “ma’am” because it's a part of how they address teachers in high school. But ma'am and professor are very (laugh) different. 8. Have you noticed any other cultural differences in the expectations of academic staff and students between your home country and here? Is there any particular anecdote you’d like to share?I do have an anecdote from my first week. When I came here—I think my second or third time riding the line 2 subway, which is very crowded, I experienced an ahjumeoni (middle-aged woman) physically moving me out of her way so she could get off the subway. I don't remember ever in my life even in Singapore being physically moved by an ahjumeoni. So, personal space is something I've had to navigate especially when it comes to people behaving like that in the subway. 9. Is there a difference in value on personal space that you experience in different cultures?Yes, I think if we talk about space, not just in terms of physical space, but in terms of the boundaries between more metaphorical things. For example, what I've discovered here is that a lot of work conversations sometimes tend to happen through KakaoTalk, and people text each other all the time about work. That's new to me, because I would previously only email my colleagues rather than text them. So the boundaries between work and time-off are sometimes blurred. Also, what comes into mind is the appearance-oriented comments. I can see how someone moving to Korea for the first time with a different background from me, say, if they lived in the UK or Europe all their life, it would be very different. Since I was born in Singapore—I was raised in Singapore in a Chinese speaking household, I think I share a lot of, you know, how people sometimes say “oh, you look tired” when they greet you—I hear that a lot, I used to hear that a lot (laugh). But it's not something you could say in the UK. I think in the UK, if you say you look tired, people might get really offended, or things like “you lost weight”—you don't do that there. I think my upbringing in Singapore has been a bit helpful in terms of assimilating into Korea. Teaching in this Space — SNU10. Can you discuss any notable differences in personal teaching methods or student engagement in your lectures that you've observed here compared to your previous teaching experiences?I had a list of things for this. Firstly, the format of how classes are held here is slightly different from what I'm used to. In the British system for larger undergraduate classes, what you usually have is a lecture and a seminar. The lecture talks for about an hour and gives background information, and then you have a seminar in which you break into smaller groups and have a really intense discussion about the things you've read. But here, as you know (the interviewer is currently taking Prof. Lim’s course), there's no kind of lecture-seminar distinction. I've had to adapt my teaching and kind of combined the two. So in class I make you talk a lot because I think that's really helpful for people to discuss things together in terms of how students behave. I think, and this is not particular to my experiences, that our students are maybe worried about getting answers wrong when they say things to the class, especially if it's a bigger group. Sometimes in class I ask the question then it’s silent and quiet, and I tell you I can wait, and I really can wait. What I want to say is that we're all here to learn and the classroom is a safe space so you should feel free to speak up. Yeah, I think a part of that comes from how not a lot of the courses here are discussion based but rather the professor lecturing for one to three hours and the students just listening to them the entire time. I think it's helpful for you to talk to your classmates so you know how they've read, especially when it comes to the kind of thing I teach, texts (like Machiavelli’s The Prince the interviewer is reading in Prof. Lim’s class) because everyone has different interpretations of the text, so it's always very interesting to see what people have observed or different things they've picked up from the text. So I tend to be discussion based. 11. How does the support and resources available to you at our university compare to those at your previous institution(s)?Ah, I kind of want to go back to what I said earlier about the crisis of higher education in the UK. A big part of it has been a lot of funding cuts, people being asked to take voluntary severance so there's a huge lack of financial resources support. So I am very lucky to be here at SNU because new professors get research funds which they can use to support their research by buying books or going to conferences. In terms of my academic background, it's not something I would expect from my job. I feel very safe and supported at SNU in that sense. I've talked to colleagues from other Korean universities and I understand their institutions are not so generous so I feel extra taken care of here in SNU. 12. So it’s because you really know about what's happening in places like the UK that you can understand that you have a different kind of treatment here?When I first got the research funds, I was like “what?! I get money to buy books!” This is very new to me, because otherwise I would have to pay for books by myself or if I wanted to go to a conference in the US I would not be able to get it fully funded, I think, by an institution. But here, the department and the college is very good and the central administration is quite supportive of people doing things like that, so that's good. 13. Is there any advice you could give to other foreign students at SNU, to those that don’t feel at home here in Korea?I'm not sure if I’m fully qualified to give this advice because I'm not sure I entirely feel at home at this point. I think you should try as much as you can to learn Korean or the language. I like learning languages so even if I'm visiting a new place for a few days I would try to learn something simple, but I would say learning the language helps not just because it gives you a little bit more confidence but also you know communicating is important. I'm also a very stubborn person in that I don't like to ask for help even if I don't understand anything, but if you are a foreign student coming to Korea, don't be afraid to ask for help. That will help you feel more at home and get closer to people who help you. You will find people willing to help you. Everyone's experience varies but I feel generally Korea, Seoul National University, is a welcoming place. So if you reach out to people, there will be people who will help you feel at home. 14. Many local students are looking into exchange student programs as well as other foreign-country programs. Is there a comment you’d like to make on open-mindedness or international mindedness?That's a really good question. I think moving abroad—So I first moved abroad when I was seventeen and I haven't lived at home since, I haven't lived in Singapore since, so it's been a long time. I think the most important thing to know about moving abroad or living abroad is that it will be uncomfortable. You will discover new things and new inconveniences and things you didn't know. It's a very trivial example—when I moved to Switzerland, I had no idea the supermarket would not be open on Sunday or that it would close at 4 PM on a Saturday. This is before I moved to Seoul, I lived in Switzerland for six months. I remember walking somewhere to get protein bars from a gas station because I just could not buy any groceries. So I had to kind of adapt my schedule because I was so not used to it. So it's important not to let these inconvenient things get in the way of enjoying the experience of living somewhere new. My main suggestion would be to embrace the discomfort, acknowledge that you're not going to be able to do everything and that not 100 percent of your experience will be perfect, but there will be new things that you will learn that you will experience. Thank you for sharing your experience so generously with us! It was a pleasure to hear your experiences on cultural adjustments and academic life, offering valuable guidance and inspiration to students here at SNU. Thank you again.

Currently, around one-third of Gwanak Mountain, home to Seoul National University’s largest campus, is occupied by buildings for educational purposes. As Seoul National University continuously strives to accommodate more students of different fields, the school must build more buildings within the campus. Recently, the school has created a new department, the School of Transdisciplinary Innovations, which requires buildings separated from those of the College of Engineering and the College of Natural Sciences. While it is true that these constructions provide improved educational settings, many are concerned that the ongoing construction of the new buildings within the campus may have negative impacts on the beautiful nature of Gwanak Mountain. On that note, the Graduate School of Environmental Studies is exemplary for proceeding with eco-friendly buildings and promoting sustainable development within the campus. Established on January 25th, 1973 by merging the Department of Urban and Regional Planning of the Graduate School of Public Administration and the Department of Landscape Architecture, the Graduate School of Environmental Studies is the first institution that provides higher education to train professionals to cope with environmental issues raised due to the rapid industrialization and urbanization that South Korea underwent during the twentieth century. Hence, numerous alumni are playing important roles in the environmental sector within and outside of Korea. Not only does the school train its students to become advocates for eco-friendliness, but it also puts this philosophy into practice in its very own building, exemplifying its commitment to sustainability. Most notably, the Graduate School of Environmental Studies building was built with a Piloti structure, an architectural process where a building is constructed to be lifted above the ground. This minimizes the cutting and filling of the original land, maintaining the surrounding nature. In addition, to preserve the lawn square nearby, the building of the Graduate School of Environmental Studies was built behind the lawn. This not only helped preserve the lawn square in front of the building but also provided a good view of the campus and plenty of sunlight in every room. This is because the open lawn leaves space between the buildings and ensures that the building is not shaded by nearby structures. In addition, the Graduate School of Environmental Studies is committed to energy efficiency through the strategic use of louvers in its building, which meticulously control light penetration and enhance ventilation. A louver is an arrangement of parallel, horizontal blades, slats, laths, slips of glass, wood, or other materials. It is usually made as windows or doors to regulate the sunshine and is very efficient in terms of ventilation as it regulates the airflow. Within the building of the Graduate School of Environmental Studies, louvers can be easily found. In regular lecture halls, the louvers are used as windows so that direct light does not come into the halls, reducing glare. In contrast, there are louvers on the ceilings of the lobby, which fill the building with a good amount of sunlight. Therefore, there is no need to turn the lights on during the day because the incoming sunlight is very strong. This natural lighting extends to the classrooms. Additionally, these louvers facilitate ventilation through natural air circulation. Specifically, in the lecture halls, the louvers create a cross-ventilation effect, where cool air enters from one side and warm air exits from the other side, which helps maintain fresh air and a chilling environment. The eco-friendly louvers do not sacrifice the aesthetics of the building. In the library, there is a vertical louver, which not only organizes the inflow of light but also spotlights the architectural aesthetics of the library, the mezzanine structure. The mezzanine is an intermediate floor, situated halfway (mezzo means ‘half’ in Italian) between the main floors. It is usually open to the floor below. Mezzanines are constructed to increase the floor area of the building without changing the building’s external dimensions. The vertical louver enables the interplay of light and shadow. Since the angle of the sun changes throughout the day, the interplay moves and highlights different details and edges of the mezzanine floor, which provides an interesting spectacle. The building of the Graduate School of Environmental Studies also has its smart temperature sensor, which allows the efficient use of air-conditioning and the heating system. Specifically, the temperature sensor measures the temperature and controls the air-conditioning system accordingly. Thus, when the temperature reaches a certain level, the sensor automatically shuts down the air-conditioning and the heating system, allowing the building to maintain a high level of energy efficiency. These methods demonstrate how an alternative architectural and interior structure prevents the destruction of the natural environment around the Department. Such efforts were awarded by the Korean Institute of Architects and the Korean Award for Environmental and Culture on Interior Design. Other than that, the Graduate School of Environmental Studies is consciously making efforts to enhance environmental sustainability through various community-engaging activities. The Department has a roof garden called “Haneul Ma-dang” where over a hundred species of trees, shrubs, and herbs flourish. The “Rooftop Garden Cultivation” held at Haneul Ma-dang offers students the opportunity to submit a gardening plan in groups of two to six. They discuss how they are going to turn the impoverished roof of the building into an eco-friendly zone, what they are going to cultivate, and more. Since only seven teams are selected to become the official roof gardeners of the year, the program is very competitive. Furthermore, symposiums were held regarding the roof garden: during the opening, professor Jong-Sang Seong made an emphasis on the use of the roof as a place for greening practiced in daily life through the presentation “Green Dreams in the Air—the Poetics of the Roof Gardens” during “The Rediscovery of the City, Roof and the Garden” symposium. Following the practices of the Graduate School of Environmental Studies, the concept of roof gardens has spread across the campus: College of Agriculture and Life Sciences, College of Education, College of Engineering, and the Main Library. These gardens serve as an open space where students and faculty members can relax and interact. This expansion of green space on campus holds a deep connection to the “Declaration for a Sustainable” Seoul National University, declared on October 13th, 2008. This declaration is a commitment to cultivate member’s values and attitudes to correspond to sustainable development. To foster a green campus, the Seoul National University pledged to create an environment-friendly campus culture based on the active participation of the members of the university. One of the tangible outcomes of this declaration is the establishment of green spaces like the rooftop gardens across the campus. Additionally, Seoul National University has initiated more sustainable environmental practices like plastic reduction programs and the promotion of environmental clubs and green student community “Green-in-Us. ” These efforts show the university’s pursuit of sustainability, endlessly seeking ways to enhance eco-friendliness within the campus and encourage environmental responsibility among the students and faculty members. Amidst the ongoing campus constructions, the building of the Graduate School of Environmental Studies serves as an important reminder: while the construction may be necessary, there are still ways to protect the environment throughout the process. Not only can we apply architectural methods to build an eco-friendly building but also make conscious efforts to make the building itself eco-friendly by creating more green spaces within and on the building. Seoul National University is not only renowned for its prestigious rankings in terms of education but also for its beautiful scenery, as we coexist with the beautiful nature of Gwanak Mountain. Let us all strive to preserve the environmental beauty of our campus, ensuring that nature and academics can coexist in the future as well.

University campuses across South Korea are experiencing a surge in the presence of franchise chains. Seoul National University boasts a remarkable 60 franchise outlets (including various restaurants, convenience stores and cafes) – the highest among domestic universities. According to recent data from the University Education Research Institute, 465 commercial facilities have set up shop in 53 universities across Seoul, averaging nearly nine outlets per institution. Notably, the top 10 universities each accommodate around 30 commercial establishments. The sharp increase in the presence of these commercial facilities on university campuses can be attributed to the financial need for universities to generate income through leasing. Over the past decade, many universities, grappling with financial difficulties due to government-imposed tuition fee freezes, turned to leasing as a revenue source. This trend intensified after government support waned in the post-COVID-19 era, leaving universities in dire financial difficulties. The rapid increase in franchises on campus is more than just a commercial boom; it is a growing problem directly impacting students. As these franchises multiply, student spending is on the rise, posing a real financial challenge for the student body. If this trend continues without intervention, students may find it increasingly difficult to manage their expenses. What adds to the concern is the dwindling presence of student-friendly businesses that traditionally offered substantial benefits to the student community. These businesses, which once provided budget-friendly options and perks, are facing stiff competition from the growing number of franchises. It is essential to recognize the broader consequences of this trend, acknowledging that it not only affects students' wallets but also jeopardizes the accessibility of services that directly benefit our student population. Addressing this issue requires a proactive approach, ensuring that the unique needs and interests of students are not overlooked in the evolving commercial landscape on our campus. Varied Perspectives on Franchises on CampusVarious perspectives surround the prevalence of franchise chains on university campuses. For some, the influx of these franchises represents an opportunity to generate additional income, potentially improving student life through enhanced services. This viewpoint emphasizes the positive aspects of the franchises and their potential contributions to the overall campus experience. "The lease income generated from on-campus commercial facilities is reinvested into students' education expenses," explained an official at a private university. Many SNU students welcome franchises. "I don't think introducing franchises itself is a good thing, but I don't see a need to view it negatively either,” said a student who wished to remain anonymous. “Franchises, being primarily composed of large corporations, offer benefits such as discounts, online ordering, and familiarity. ”“I think it's positive in the sense that it ultimately contributes to the convenience of students, so personally, I think there's no need to be negative about it," the student added. "I really like it! I don't have to go outside to get delicious food, and the on-campus discounts are substantial!" said another student. However, there are some concerns and complaints. Lee Hee-sung, a researcher at the University Education Research Institute, raised concerns, saying, "external businesses that pay rent to the university must make a profit. Naturally, these businesses prioritize profits rather than student well-being. As a result, campus living costs can only rise, heightening the burden on students. ” "Universities profit from students' tuition fees and impose additional high usage fees to the firms, effectively dividing the money paid by students between major corporations and the university," he added. While the majority of SNU students generally hold a positive view of franchises, there is some criticism regarding the current franchise situation at SNU. They noted that prices tend to increase excessively and felt the growing daily expenses due to franchises are burdensome. Also, many suggested that franchises should offer more visible benefits, such as student discounts. In light of these factors, it is evident that some changes are necessary. A possible alternative for expensive franchises would be Saenghyeop, a unique and independent university organization. What is Saenghyeop?Student cooperatives, commonly referred to as "Saenghyeop" in Korean, are unique nonprofit organizations collaboratively managed by university staff and students. These cooperatives play a pivotal role in overseeing various indispensable welfare facilities on campuses, encompassing dining options, convenience stores, bookshops, and vending machines. Significantly, the surplus income generated by these cooperatives is predominantly reinvested for the benefit of students. The inception of the student cooperative concept can be traced back to 1990 at Chosun University, where the objective was to provide essential welfare facilities for a holistic university education. Over time, this model has proliferated to 34 universities across South Korea, establishing a community where students and staff actively engage in the management and promotion of ethical consumption practices. Sogang University took a pioneering step by establishing its student cooperatives in October 1988, marking the beginning of Saenghyeop's steady growth. Presently, Saenghyeop boasts over 130,000 members across 33 universities. What sets these cooperatives apart is their unwavering commitment to reinvesting generated profits back into the university community. In practical terms, student cooperatives have been instrumental in making higher education more financially accessible. They prioritize maintaining reasonable prices for products and services, considering the financial situations of students over accumulating substantial profits. Their primary mission revolves around ensuring that the overall cost of living on campus remains affordable, thereby alleviating the financial burden on students. However, the burgeoning presence of commercial facilities within universities has posed challenges to the revenue streams of these cooperatives. Some universities have gone as far as imposing rent and security deposits to Saenghyeop, contributing to a decline in their activities. According to the Korean University Cooperatives Association, the nationwide membership rate has plummeted from 33. 8 percent in 2004 to a mere 15. 3 percent in the past year. This decline underscores the pressing need to address the challenges faced by student cooperatives and rejuvenate their role within the university landscape. Despite these difficulties, the ethos of Saenghyeop remains rooted in its dedication to student welfare. As commercialization intensifies on campuses, the critical role played by these cooperatives in fostering an affordable and student-centric environment means strategic interventions may be necessary. By reassessing their operational dynamics, collaborating with university administrations and enhancing outreach efforts, student cooperatives can reclaim their pivotal position in supporting students' financial well-being and maintaining an ethical and accessible campus experience. Revitalizing Saenghyeop in SNUSeoul National University Student Cooperative (SNUSC) has encountered a series of challenges, including the closure of Global House in 2017, the Family Life Convenience Store in 2018, the closure of dining halls in building 500, restaurants, Cafeteria No. 4, tea house DaHyangManDang, and the computer supplies store in subsequent years. A qualitative survey conducted to understand SNU students' perceptions of SNUSC revealed a limited awareness of the cooperative, which was especially exacerbated post-pandemic. Moreover, a more significant issue is the low participation of students as SNUSC cooperative members. SNU members can become cooperative members by paying 10,000 won ($7. 49). Cooperative members are entitled to benefits such as a 3 percent discount on purchases of stationery and memorabilia, a 5 percent discount on all products at Cafe Neutinamu, discount on TEPS exam fees, and exclusive perks during cooperative events. When asked about their willingness to pay 10,000 won for these benefits, many students expressed that they did not see significant merit in them. Particularly, while Saengheyop highlights the TEPS exam discount as a major perk, most students deemed it irrelevant due to the infrequency of taking the exam. Students at SNU have expressed a keen desire for more meaningful benefits, particularly advocating for larger discounts on various beverages and meals at the school cafeteria. Additionally, they've put forth suggestions such as exclusive snack sharing events and prize giveaways solely for cooperative members to incentivize joining the cooperative. While meeting these demands may pose initial financial challenges for both the school and Saenghyeop membership-based facilities, it presents an opportunity to address a broader issue: the decline in Saenghyeop membership. The idea is that by offering more attractive and practical benefits, such as increased cafeteria discounts, there is a likelihood of revitalizing Saenghyeop membership. The current low participation in Saenghyeop activities could be attributed to the demanding job market and shifting student priorities. Therefore, despite the potential financial challenges, meeting these demands becomes a necessary step to overcome the declining engagement in Saenghyeop. In essence, while there may be some financial implications in the short term, addressing the students' desire for more practical benefits not only improves their daily lives but also serves as a strategic move to boost Saenghyeop participation. It becomes a necessary investment to foster a more vibrant campus community, ensuring students find value in extracurricular activities amid the competitive demands of the job market. A SNU student emphasized that SNUSC should accurately identify the needs and demands of students. Facing competition with large franchises, it is crucial for SNUSC to consider not only the quality of service and products but also the familiarity and trust that play significant roles in consumer decisions. To redeem its position, SNUSC should pay meticulous attention to the specific needs of student consumers to compete effectively with the variety of services offered by larger franchises. The challenges faced by SNUSC highlight the importance of adapting to student needs and preferences. By reassessing and enhancing the benefits offered to cooperative members, with a focus on more relevant and desirable perks, SNUSC can reclaim its position as a valuable resource for Seoul National University students. In doing so, not only can it meet the current demands of the student body but also ensure the cooperative remains a cornerstone of student life at SNU.

"[Private campus tours] are too noisy and make campus life uncomfortable," said a Seoul National University student. "It's fine for them to come to the campus, but it seems they shouldn't enter spaces where they're not supposed to," said another graduate student. Who are these individuals dissatisfied with? Many of you have probably seen a group of students dressed in school uniforms walking around the campus. They are students who have come for a “campus tour” along with university student mentors, touring around campus and engaging in various activities. There is a clear distinction between privately organized campus tours and official campus tours organized by Seoul National University. Official campus tours are programs available at many universities. In the case of SNU, there are several campus tour programs conducted in collaboration with student ambassadors, such as SHINE. These official campus tour programs are typically well-organized with appropriate group sizes, structured curricula, and well-trained mentors, and they are generally carried out without significant problems. On the other hand, private institution-led campus tours often cause issues on campus. These private campus tours are conducted by tour agencies that recruit students and college mentors to participate in campus tours through the Internet and print advertising. The participating student groups vary depending on the nature of the tour. For simple visits, students from elementary school to high school may participate, but for career and education-related campus tours, the age range of participants tends to be slightly higher. Private campus tour companies charge a participation fee from students and distribute a daily wage to mentors, keeping the remaining amount as profit. Their main goal is not to accurately transmit credible and exclusive information about the university, nor is it about managing the students; they primarily aim to generate profit which is why the companies do not have any incentive to control the problems that may arise during the tour. Students participating in private campus tours sometimes make excessive noise within the campus, and this can be a source of inconvenience to other students. Furthermore, a significant number of the mentors responsible for managing these students have not received proper training, making it very challenging to effectively control their behaviors. In a survey conducted by The SNU Quill, 54. 2 percent reported experiencing noise disturbances due to private campus tours. Furthermore, 92. 3 percent of respondents answered that the noise disturbances had an impact on their university life. The location where noise issues were predominantly raised was the Kwanjeong Library, followed by department buildings, and the Student Center. This indicates that students at SNU are indeed experiencing the effects of noise disturbances caused by private campus tours. It is easy to find more concrete examples of the problems caused by private campus tours. On Everytime, a social networking service frequently used by SNU students, there are numerous posts expressing dissatisfaction with campus tours. According to these posts, some students currently studying at SNU have had their study environment significantly disrupted by the noise coming from students participating in campus tours, particularly in areas near the library. Furthermore, in recent incidents, more campus tour students have been seen entering Kwanjeong Library, potentially indicating the increasing severity of the issue. Another commonly mentioned issue was the inconvenience caused in the university cafeteria. Private tour participants share the university cafeteria with SNU students. As tour mentors instruct all tour participants to use only one cafeteria, SNU students who dine together with tour participants inevitably have to endure long queues. This is especially problematic for students who need to eat quickly between classes. "I have to finish my meal at the Arts Building cafeteria within 30 minutes, but due to the longer lines created by campus tour students, I’ve had to give up on my meal," complained a SNU student. Another problem lies in the suitability of the mentors conducting campus tours. In preparation of handling official campus tours, SHINE (SNU's official student ambassadors) members thoroughly familiarize themselves with a detailed script. This is an all-encompassing guide, consisting of the history, geography, and other comprehensive information related to SNU. After mastering this information, mentors undergo extensive training through rehearsals. Only after completing all these steps do they become eligible to conduct campus tours. On the contrary, mentors for private campus tours are individuals who work for a daily wage and may conduct tours without having extensive knowledge or experience related to SNU. They typically receive brief pre-tour training on the day they are scheduled to conduct the tour. As a result, the possibility of these mentors conveying inaccurate information remains, and their ability to effectively manage the students is not guaranteed. However, as campus tours serve as a way to introduce the university to external individuals, there is a significant responsibility to spread accurate information. Therefore, campus tour mentoring is not a task that can be done by just anyone or with a minimal burden, as job postings for these short-term gigs often emphasize. A student who had participated as a private campus mentor shared their experience, stating that being a mentor posed challenges including the need to conduct campus tours based solely on their limited knowledge about the school. This not only created difficulties due to a lack of information but also made it challenging to capture the attention of the students during the tour. Another worrying aspect of tour mentors is that it is not uncommon for them to have no affiliation with the university at all. Private campus tour agencies, in cases where they cannot find Seoul National University students for the job, often recruit students from other universities and even non-students as mentors to conduct campus tours. If a non-SNU student serves as a mentor for the campus tour, it becomes more likely that they will convey information about the school that is far from the truth. Additionally, since they lack a sense of connection to the school, they are less motivated to show the university in a good light. They also may not feel the need to prevent actions that could harm the school because even if campus tourists cause issues, it is not the mentors’ own university, so they are not directly affected. The last and perhaps most troubling issue is the damage inflicted on the university by students participating in private campus tours. On 2 June, 2023, students who came for a campus tour at SNU played a game of tag and activated an emergency shower on the first floor of building 504. Building 504 is part of the College of Natural Sciences, a space where lots of experimental research is conducted. If the water from the emergency shower or the students' carelessness had damaged experimental samples, it could have resulted in significant setbacks to research and harmed the university's research capabilities. Another example can be found at Seoul National University's main gate. Recently, the university repainted the main gate as part of renovation work. Less than a year later, it is already covered in scribbles from students on campus tours such as “Class of 2029 OOO, OOO was here. ” SNU students have expressed dissatisfaction with the appearance, and repainting it would result in a loss of both time and resources for the university. So, is there a way to address the problems caused by private campus tours? Some members of the university community argue that private campus tours should be banned entirely. However, due to the nature of our campus, completely prohibiting private campus tours is very challenging; SNU is a public institution with an open campus, which allows not only enrolled students but also the general public to visit freely. Since a complete prohibition of private campus tours is difficult, all stakeholders — current students, users of private campus tours, and the university itself — should strive for mutual coexistence. Within the university, the administration needs to clearly define the entity responsible for managing private campus tours, as the ultimate responsibility for campus management lies with the university administration. Currently, the administration is aware of the potential for conflicts during the tour process. However, since there are no regulations or policies regarding private campus tours, they should establish an internal system to address these matters as soon as possible. One example could be providing an official letter to private campus tour companies, containing the necessary guidelines for conducting tours. This letter could explicitly state the areas that students participating in the campus tour are allowed to visit and places they should refrain from visiting. Additionally, it can include details about the school's history, structure, and other relevant details to guarantee an accurate and comprehensive campus tour. Mentors engaging in private campus tours must be mindful not to disrupt the education and research activities of university members, emphasizing the importance of respecting the campus as a dedicated space for academic pursuits and advising tour participants to refrain from disturbing students and researchers. Since the participants themselves may not realize this, the organizers and mentors responsible for the campus tour should consistently communicate this information to them. If campus tour companies fail to show even the most minimal effort, dissatisfaction among students will likely continue to grow. The campus is a place for academic research, and at the same time, it's an open space for everyone. Until now, SNU students, though reluctantly, have been understanding of private campus tours and the associated inconveniences. This understanding stemmed from the students’ acknowledgment of the university campus as an open space and also remembering the admiration they had for the school when they were young. However, if the issue of private campus tours remains unresolved in the future, their patience may be put to the test. In light of this, institutions such as the university administration and the student council must promptly propose solutions to address the matter.

In 2022, a grass field was newly built in the heart of Seoul National University’s Gwanak Campus. As it provided space for the school’s shuttle bus stop, the free shuttle system started to operate more systematically. This benefited many SNU students, but unfortunately, the disabled were not granted the same convenience. This is not the only problem they face regarding mobility. This article addresses the human rights issues that disabled students experience daily at SNU. On the way to school, students with wheelchairs have two options: to take the low-floor bus such as 5516, or to take a taxi. As of 2022, 70 percent of Seoul’s city buses are low-floor buses, according to government policy. Low-floor buses now operate on campus on routes 5516, 5511, and 5513; however, the introduction of these buses is the result of a constant struggle between bus companies that operate on campus and TurnToAble, SNU’s student club advocating for disabled students’ rights. The conflict regarding low-floor buses unfolded in 2015, when these buses suddenly disappeared from campus due to speed bumps. Since low-floor buses are designed with a low body to increase accessibility for wheelchair users, they are very sensitive to road conditions. If there are speed bumps on the road, the lower parts of the buses continue to break down as they collide with the bumps. This was why Hannam Transportation, the bus company that runs the 5516 routes, stopped operating low-floor buses. According to Hannam Transportation, the repetitive impact to the bus floors resulted in continuous breakdowns of the low-floor buses, which incurred major losses worth tens of millions of won for the company. With the disappearance of low-floor buses, wheelchair users suffered great inconveniences. The school initially concluded that it was acceptable to not operate low-floor buses, as SNU already had a shuttle bus for students with disabilities. However, according to various interviews done at the Seoul National University Human Rights Forum last February, disabled students pointed out that the shuttle bus alone does not sufficiently guarantee their right to move. Since there is only one such shuttle bus for disabled students, applications are accepted at the beginning of the semester. The shuttle operates according to a set schedule and stops circulating after 6 p. m. , which is not long enough for many students to get home. As a result of the students’ consistent complaints, the school did not increase the shuttle bus for disabled students, but required low-floor 5516 buses to operate once again. However, despite this long fight to make low-floor buses available on campus, students using wheelchairs are still unable to take the bus during rush hour, when even students without wheelchairs need to cram themselves into a fully packed bus. It is quite common to see a long line during peak hours at the bus stop near the SNU metro station, and with the buses already jam-packed upon arrival, only three or four more people barely make their way in. Therefore, wheelchair users have no other alternative but to take a taxi to reach the campus. Then, what about the free school shuttle bus? Those who have used the school shuttle bus at least once could relate to why wheelchair users cannot make use of it. To board the bus, individuals must climb two steep stairs which are immovable and high, even for non-wheelchair users. The school shuttles are severely limited in terms of accessibility, as they are not equipped with the necessary accommodations for wheelchairs, such as ramps. SNU continues to use these types of buses because the shuttle program is outsourced to a private company. Unlike city bus companies, the private bus company does not offer low-floor buses. On a broader scale, what is more serious is that almost no Korean tour bus charter companies have low-floor buses. In other words, outsourcing shuttle buses is a major factor that contributes to the restriction of mobility rights. The SNU free school shuttle service, intended to help students reach certain on-campus destinations without having to pay in order to help them financially and enhance overall welfare, is actually not of any benefit to those with physical disabilities. After reaching campus by taxi, students can use the mobile application SNU Map, which provides information on barrier-free routes where wheelchairs can go. Even though shortcuts are not provided, the map helps students find travelable paths inside the campus using slopes. However, this convenience does not extend to some buildings. Due to SNU’s landscape, there are classrooms between two floors that elevators cannot reach. For example, in Building 8 at the College of Humanities, there are numerous doors on nearly all sides of the building leading not only to floors one or two, but also to “floor 1. 5. ” So, for the disabled students, getting to the 1. 5 floor means having to find a side door that connects to that floor as they cannot get there by using the doors leading to fixed floors like one and two. The issue often continues inside the classroom. While there are desks that are high enough for the wheelchair to get in, they are always located at the front of the classroom, right in front of the professor. They’ve had a long journey all the way to the class but the stairs inside the building and the limited height of the desks do not allow the students to freely choose their seats in class. Going back home, the students with moving difficulties face the same problem they faced in the morning rush hours: still no room in low-floor buses and no way to use the free school bus. So, they choose to take a taxi, because despite its burdensome cost, there is no other way. Despite the school's ongoing efforts to create a barrier-free campus, it is apparent that mobility rights for the disabled students are -not being upheld to the fullest. As SNU tries to transform its campus into a barrier-free and inclusive community, practical feedback is needed. The low-floor buses on campus, a service that should be readily provided, was only implemented after efforts in 2016. The students as a whole must reflect to see if we have been assigning too much burden to on-campus disability organizations. The role of student disability organizations should be to present and propose views that nondisabled students cannot recognize, not solving the whole problem and hosting the process. Therefore, SNU must find ways to induce more students into the field of public opinion, one such example being a discussion that was recently held on campus titled, “Looking at the world through the eyes of a disabled person: Rights for people with disabilities in universities, current status and ways to improve. ” As more and more technological developments continue on campus, we must make sure that all members of SNU are enjoying the welfare equally. SNU should seek ways to bring more students’ attention to this mobility problem, and to take joint actions with student organizations, such as working in tandem with TurnToAble, to make sure change actually happens on campus.