Post offer induction working group

1. Post offer induction working group Dr Eldrid Herrington Head of the International Student Experience LCF Rene Magritte, The Great Adventure(1938-39)

2. context • ~2100 'international' students (EU and OS) • also internationalize H student experience • Two recommendations to EG in January 2013: • Examine ‘induction’ • Internationalize the curriculum

3. context • HEA - first six weeks are critical • Some students enrol late • Must resource a redress as impact on retention and achievement • UK context • Note that recruited and admitted in several different ways • Students surprised at how international the college is and the nature of the specific composition - we should be up front about this and relate it positively to fashion John Armstrong, Shut (1939)

4. London • Competition to sense of community • Home students overwhelmed by it as well • LCF - six sites • Dispersal puts more pressure on virtual • Living situations, isolation, expense • NUS / UKCISA - awards go to campuses Johan Homann, Aerial Map of London (1730)

5. distinctions from Study Abroad • Funding • Not commercial • Bespoke attention from personnel • Luxury of accommodation • Contact time

6. terms of reference • To advise the Student Life Subcommittee on induction and orientation practices, defined holistically as encompassing post offer, pre-arrival through to in-term activities and as encompassing welfare, information, communication, social and academic aspects for all students irrespective of nationality; • To establish best practice and assist with the embedding such practice across the College; • To develop costings for induction activities and materials where appropriate. Sibyl Andrews, Mowers(1937)

7. QAA guidance and terms • Marketing and recruitment • Admissions • Pre-arrival • Orientation • Academic induction • Specialist careers support for international students

8. integrated layers • QAA: prearrivalv academic v employment • UAL layers: agents, recruitment, UAL, College, School, programme, course • Bureaucratic, academic, social • Prearrival - different guides • Website - make greater use of what is there The Islam Khodjaminaret, Khiva, Uzbekistan (1910)

9. picture of induction areas

10. shared documents

11. Pre-departure guides

12. ISHE and ‘induction’

13. ‘giving information’ • Enduring problem - information given to students but • In bulk - unable to process, exhausting, overwhelming • Do not understand significance at time • Hard to find information

14. what kind of information • Information - one off (registering with police, what is a hem) v what they need to return to (study support, student services) • Stage information • Repeat with intelligent amplification • Make interactive • Required reading • Involve peer learning Albert Herbert, Seeking Treasure Blindfold (1999)

15. Runway

16. question of language • English is not one thing and no correspondence between written and spoken • bureaucratic, bespoke to UAL, UK - ISHE, course handbooks, eg 'assessment' • Academic - ISHE • Research, analysis, independent learning - most difficult to adjust to • Subject based - opportunity for pooling and showcasing • Pop culture – interactions Pieter Bruegel the Elder, Tower of Babel [detail] (1563)

17. prospects • Staff clarity around stages, good practice, opportunities • Interactivity • Runway • Beautiful and compelling design • Memorable events • Small things - dinners • Difficult things - group work - how set up intercultural communication • Pictures of people – make visual • Make personal • Presessional – H/OS interactions • Institution and SU • Students involved in induction Ron Waddams, We the Peoples... (1984)

18. Carved Tusk, Congo (19th c)