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Transition Experiences of International Students Joining Undergraduate Studies in Second Year

Transition Experiences of International Students Joining Undergraduate Studies in Second Year. Gayle Pringle and Fred Cartmel. Outline. Background to project The student experience Measures implemented to support transition. Student background. International students

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Transition Experiences of International Students Joining Undergraduate Studies in Second Year

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  1. Transition Experiences of International Students Joining Undergraduate Studies in Second Year Gayle Pringle and Fred Cartmel

  2. Outline • Background to project • The student experience • Measures implemented to support transition

  3. Student background International students Attend 2 or 3 terms at a partner institution Subject specialisms Academic and language support Based in Glasgow Join GU in second year: Social Sciences Science Engineering Cohorts: 25 - 28 students Majority in MA Social Sciences

  4. MA Social Sciences: Three Degrees

  5. Aims of the project Aims: • To explore international students’ experiences of joining undergraduate courses in second year • To implement appropriate measures to support the transition of this group Supported by the University of Glasgow Learning and Teaching Development Fund

  6. Research into the student experience Semi-structured interviews 2008-9 9 individual interviews with new 2nd years (7 students) 2009-10 2 group interviews with new 2nd years in semester one (3 and 6 students) 1 group interview with new 2nd years in semester two (6 students) 1 group interview with 3rd years (2 students)

  7. Transition to GU Feelings before starting at GU: Positive Some nerves Some practical problems receiving offers Information before arriving Gaps in 2008-9 – MA Soc Sci course choices Unproblematic in 2009-10 Registration and enrolment Potentially complex process Enrolment tiring and confusing Possibility of missing first class meeting

  8. Experience of classes • Lectures • Enjoyment of academic level • Language could be a barrier • Good awareness of value of preparation • Strong desire for lecture outlines on slides • Tutorials • Language could be a barrier to participation • Casual references to unfamiliar British/European context challenging • Challenges less intense by semester two

  9. Independent study • Time management • Major adjustment issue • Reading • Time-consuming but no major challenges • Assessment • Exams more challenging than essays for some students • English language support • Difficult to prioritise English language development in busy schedule

  10. Extra-curricular activities • Social life: • Very mixed experiences • Initially difficult in large lectures • Concerns over English language • Clubs and societies • Enjoyable, good way of meeting people • Volunteering a good option • Concerns over time

  11. Addressing the pre-arrival “information gap” Increased contact between LBSS staff and pre-arrival students • Enhanced information on course choices for students and partner institution staff • Emphasis on updating postal address • Pre-arrival visit to Faculty • Chat with earlier cohort and current 1st year students • Attending a lecture • Chance to discuss lecture and impressions

  12. Supporting the transition Booklet: ‘What’s it really like to study at the University of Glasgow?’ • Based on views of students who have made the transition • Discussion meeting to suggest key areas • Student contributions of written materials • ‘What I wish I’d known when I started”

  13. Booklet: sample student comments “please do as much as you can to prepare for the lectures. You’ll find that you can easily get more from classes if you do this kind of preparation than just by coming to class and listening.” “Lecture notes are not enough to deal with exams and you can’t avoid reading books.” “The biggest challenge I have had since starting at GU is time management and self-organising.” “I’m now teaching Chinese in Hillhead High School. It’s a really fantastic experience.”

  14. Overall themes • Need for ongoing information delivery: • Pre-arrival • On arrival • Support with classes • Provision of outlines in lectures • Clarification of culturally-specific references • Negotiating time constraints: • Language support • Extra-curricular activities

  15. Project contacts Gayle Pringle • Faculty International Officer, LBSS • G.Pringle@lbss.gla.ac.uk Fred Cartmel • Chief Adviser, MA Social Sciences • F.Cartmel@lbss.gla.ac.uk

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