r/universityofauckland

Given that a lot of food has high prices compared to buying the same food at a grocery store or at the supermarket, do people still trust munchy mart and pretending not to know that it's a scam?

Kia Ora!

So, I'm a biosci/psych major in my second year, I have an idea for building an app(more like a device actually, let's just say i have started with a raspberry pi, a dream and now an hdmi lcd screen) that helps with learning and studying however I'm not the most amazing at coding or drawing so I was wondering if there were any compsci, engineering, arts, or all of the above students who were wanting to take on a side quest (although a fairly slow paced one due to sem 2 and midterm priorities) and could help me with this. If you're interested, I can give more details on the idea itself if you pm here on reddit! The main points though are - I can draw a bit but an actual artist's help would be appreciated as I have basic level drawing skills and am learning, I cannot code beyond hello world on pi, the idea is about helping people of all ages but especially those who have a hard time with route learning and need something more akin to a game to learn, focusing on neurodivergent children, specifically ADHD and ASD. Anyways, I'm happy to discuss more details on pm, this would be a long-term project.

Hey, I'm currently enrolled in COMPSCI 101 but after attending the first lecture and lab and looking at the learning outcomes for this course, I believe it might be too easy and slow for me. I've done some coding with Python before at a high school math level, and I've coded with R studio for a course in quantitative methods. Since I have some previous experience, will I be fine jumping to COMPSCI 130? I'm only at this university for one semester so I want to get the most out of it. Like, will I be fine learning the 101 stuff on my own on the side of doing the COMPSCI 130 labs?

so i know WTR isn't compulsory anymore but i did it last year and changed majors this year to a bachelor of science, and on my programme requirements in sso it's saying i need to pass WTRSCI 100 ? help lol

I dont know about anyone else, but I’ve had the severe misfortune of sitting in ear-shot im about half of my lectures of someone who decides its appropriate to eat in the middle of a (asides from the professor) silent lecture.
As a first year myself, I would have thought the very basic etiquette of not opening an obnoxious crinkly bag would have been understood by now. Apparently not. So let me just get this PSA out there:
- Your attempts to be subtle while eating are not working, and everyone around you knows.
- Its incredibly disrespectful to other classmates and especially the teachers
- You’re in university you should have enough time management to schedule an appropriate time for yourself to eat.
- It’s not funny or quirky that you need to have a snack in class, stop giggling about it with your friend

I hate you all, grow up. And the next time someone does this in class im taking your food away and throwing it in the bin myself.
(Edit: No, Im not actually going to throw somebody’s food away. Im being hyperbolic omfg get a grip people)

Im not going to lie but I am genuinely shocked at how many posts on here I’ve seen of people welping that they got a bad grade on their exam / failed, and are asking if there’s anything they can do about it.

Like come on guys, are we fr?

If you didn’t do well, maybe you need to take it as a lesson and lock in and take uni a bit more serious next sem.

Obviously it’s unfortunate if you put in your all and still didn’t do great, but the chances are that if you did bad, you probably didn’t try as hard as you could have.

Uni isn’t meant to be easy. I think our gen is rlly soft (myself included) so I think we just need to get real and stop being such softies. I find it crazy that people are crying about their bad grades and wanting to know if there’s a way to get around failing their class.

These guys are now charging 20 cents for a fricking wooden spoon. These guys are completely ripping off us cus earlier it was free. Gotta avoid these ppl or rather go to cheaper dairy nearby. Absolutely ridiculous by Munchy Mary ppl cus already they are taking a lot in the name of tuition fees and shit…..

hey just wondering if anyone knows who this guy with multiple piercings who takes law 131/141 and business 111 is? he’s Lwk fit and I need it immediately👀👀👀 also plz give me tips on how to approach him as a girl x 🥰💯💗

Edit: Wait guys please give me advice xx

I'm curious about people who study English Literature (I assume that's usually part of a BA).

Do you typically enjoy reading in your spare time?whether that's novels, classics, or even non-fiction, or does studying literature sometimes take the enjoyment out of reading?

Or is it more like some other degrees, where people aren't necessarily passionate about every subject they study (e.g. an engineering student might not love maths or physics but studies them because they enjoy engineering or the career prospects)?

I'm interested to hear how common each perspective is.

I'm planning to move out late 2027 or early 2028, how much money would I need to earn per week for that to happen? Apartments I've seen in CBD or nearby areas tend to be around $270-370 (private apartments without shared amenities).

I'd love to hear everyone else's experiences too!

I mean like do alot of uni students go clubbing not since i am gonna be coming to uoa or aut

The guy running the cup it up stall yesterday?👀

Hey everyone

Noticed that no one has had the idea of starting an MPL (my little pony) fan club yet. Was thinking of doing it but was looking for about 6 other Brony's before pulling the trigger. We could meet up every Thursday night at my place and watch MLP with some Pizza and drinks and just have a frickin sweet as awesome time, just all the Brony's sitting together on the couch & floor big chillin and sippin.

Please PM me if you'd like to join or have any funtastic questions. If you're joining please also include any dietary requirements so I can ignore them.

Thanks a bunch! :)

it’s only the first week of uni, am i still able to drop my course?? it would have no penalty right?? like wont say withdrawn on my record and don’t need to pay for it

If i want to switch out from first year bcom first sem doing bus 111, what class should i take instead. I am already taking 114 .

Hey guys, I’m a year 13 student who got fast tracked for health sci and biomed.

I’m leaning towards biomed because I like the fact it gives more options to get into yk cos I believe that health science doesn’t go into medical imaging or optometry. I might be wrong with the new change

I don’t like physics and dropped it this year i struggled last yr but tbh it was cos I showed no interest in it other wise if I really tried I would’ve done well.

So my question is how hard is the physics paper in first year biomed, and if I didn’t take level 3 physics this year I’m I supper cookeddd?

I'm currently a 2nd-year Master’s student in Rehabilitation Science in Taiwan. I plan to apply for the PhD program (and doctoral scholarships) at the University of Auckland for the Fall 2027 intake.

​My master’s graduation is expected in July 2027. I intend to submit my application around February 2027, at which point I will provide:

- ​My academic transcript up to Year 2, Semester 1.

​- A summary of my Master’s thesis proposal/progress.

​- A Certificate of Expected Graduation.

​

Could you please confirm if:

​I can be considered for a Conditional Offer for both admission and PhD scholarships based on these documents in February 2027?

​I can submit my official Master's degree and final transcript in July/August 2027, prior to enrolment?

Looking back at the architecture studio experience I had, it probably wasn't as good as we were convinced it was. Young students spend their youthful years tweaking CAD, gluing models and conjuring images that are already abundant everywhere on websites like Pinterest and Instagram (only much better!), and now AI can generate them.... than to find companies only hire graduates with 5 years of consenting experience (when they hiring), and there are 500+ applications.

I mean I could have spent some time to improve myself on read/write properly, learn excel/accounting, make public speech, AI, investment, or find a part-time job and get into the workforce earlier make connections etc. But year after year of repetitive design labor, confusions with briefs and terminologies, ambiguity and emotional struggle with the ones whose supposed to "teach/mentor" us have slowly made me adapt to "Stockholm syndrome" like a coping mechanism, just to survive until graduation. Contrast to how much and fast the world around us is changing in the last couple of years makes me feel very deprived.

A couple of lucky ones still land a job with local firms, or return as tutor, but if you feel that you're not that well connected to the school and the industry (everyone knows everyone, as they proudly announce to newcomers), seriously you need to wake up. Just look up what Stockholm syndrome means.

"Stockholm syndrome is a coping mechanism where captives or abuse victims develop deep emotional bonds, sympathy, or feelings of loyalty toward their captors. It acts as a survival strategy, usually developing when a victim interprets a lack of abuse as kindness or relies entirely on the abuser for basic needs."

There is a lot of blame on funding cuts and bad decisions from university's administration. But really it's the faculty's lack of passion and ingenuity. If they were able to create real value for students, funding and admin decisions would naturally be in their favor. If they are genuinely passionate and have the right methodology in teaching, I don't understand how merging into Eng. or losing a dedicated library would impede their duties.

Instead there is actually only a few lecturers has robust and up to date architectural knowledge (winning an argument against them is so easy, it feels sad), but all most all of them are just bad at teaching (Performative critique, soundbites, namedrops, bad at explaining, misinterpret others‘ ideas, reusing obsolete ideas for years, hallucinations, inconsistency, defensive, arrogant against learners, and worst of all habitual gaslighting). Some are just straight mean and viscous, especially towards non-locals.

I'm pro art and theory though, I think the UoA is on the right track on this one. It's not like people saying UoA is impractical. UoA students are very keen on developing their pragmatic skills, and I think they are naturally just more keen on learning. As for an architect/individual, the ability to make sound aesthetic judgment, have overarching foresights, and asking/solving metaphysical questions for the built environment are much more valuable skills then just consenting skills, in the long run.

However, many people, including the lecturers, don't understand the genuine underlying cause of why art theory and philosophy is this architecture school's strength. They use this abstract artistic flair as a firewall against criticisms toward their lack practical morality (lack from faculty not students). The infamous arcane "Archi-talk" is still treasured by many of the faculty members to build a mystic aura around themselves just to appear glamorous and cloak their lack of substance.

They use mysticism and ambiguity to maintain statues above students as an end goal. Like they are happy as long as students don't raise questions they struggle to answer or produce content that test their knowledge base. (if they tell you that you "often ask good questions" or "there are no stupid questions", it's not a compliment, it's a warning gaslight, and you should run.) Our strength are turning into our weakness, which allow other schools to arbitrage it (fleeing students), and guess who to blame.

Young students graduate and you never hear from them again, except the ones who maintained a good connection with the permanent faculty members (which essentially just assimilated as their pets). Pretty sure a few lucky ones got what they wanted, but looking at the survival rate, suddenly you understand what people mean when they say this place has been deteriorating and failing its students.

There is an example how things are failing, but not for the reason people think:

The studio is neither too big or too small, it was a place with ample space and amenities so people could stay longer and concentrate better (provided they know what they are doing). The impression of it's under utilization has multiple underlying causes:

- People don't really understand the intrinsic value of hands-on work and teamwork. They were just doing it because they were told to, it's the norm, or it feels like a privilege and looks cute. They lose interest over time. The faculty failed to mentor this, or they simply don't care neither. They just want the studio to look filled when someone inspect, so they can keep the space and maintain their own relevance.

- The amount of confusion, isolation, and ambiguity in students' learning both in and outside the studio cause learners to lose focus and will of rigorous pursuit which are vital in project oriented learning environment (studio design last whole semester, every semester, every year, for 5 years). So, even surrounded with the conveniences of computers, big screens, modeling gadgets, reference pictures on the wall, and appliances they brought with them, they don't have a reliable knowledge path toward their set goals. The lack of teaching skills and robust and structured learning framework is to blame (not to mention the occasional cheaters). Their "eight aspects of learning outcome" or whatever they call it is just a marking checklist for themselves, not an adequate educational framework to ensure effectiveness.

- There is no healthy learning partnership, which leads to disingenuous interactions that slowly but surely deteriorate the studio atmosphere. Students get their ideas brutally trashed, sabotaged and gaslighted by their teachers, because their teachers need to maintain "status" above learners at all times (I literally heard them express their concern of losing status in a big lecture). Over time, students adapt to this pseudo-intellectual mentality and start to abuse each other with it, which causes defensiveness and blocks the flow of ideas and partnership. For example, I often see engineering students form spontaneous groups to discuss engineering principles and their own perspectives and encourage each other. But when I talk about architectural theories with students they often get disinterested and frustrated, as nobody really cares and asking critical questions is a teacher's privilege. Tutors tell you critical questions  ≠   criticism but never a sound explanation to students of why.

That is just the tip of the iceberg of the problems here.

Many of this is because students come and go and there is no platform or mechanism for them to accumulate reflections and recursively improve their understanding of the underlying causes. On the other hand, the bad actors of the faculty get to get away with what they do, stay indefinitely and get paid to bully students year after year, decide how to spend all the money, then blame everything on the university administration.

This got to change.

PS: I graduate almost 3 years ago and happily employed as Airbnb property manager.