Getting Used to Studying at York Katy Mann Learning Enhancement Project

The University of York context  1994 Group students  4000 international students from 102 countries  26 departments  No central support for academic skills-embedded within curriculum  One international Co-ordinator-immigration  International Student Ambassador programme  Centre for English Language Teaching ( 2 free English courses per year).  Active involvement of YUSU/GSA/ISA

The hidden dimensions  Academic culture iceberg communication the meaning of marks: 70% =? assignment marking procedures group decision-making patterns feedback comments the expectations of reading body language expectations of independent learners fairness / values collaborative styles individualism Socratic concepts Patterns of superior / subordinate roles Thinking structure Gifts Status Literature: journals, reports, scholarly books Reading list Marks / marking scheme Feedback forms Facial expressions Timetable Criteria Assignment titles

VLE content

Student run blog

Questions raised/ feelings

Task 2:.  Rank how important you think the abilities listed on the following slides in order of usefulness for obtaining a good degree at the University of York. 1= very useful 5= not useful.

British Academic culture 1.The ability to read and memorise comprehensive recommended core textbooks for all modules. 2.Proficiency in demonstrating originality, creativity, uniqueness and wide reading in written assignments.

British Academic Culture 5.Critical thinking ability. 6.Facility to enable collective consciousness and co- ordination, good group work skills. 7.The ability to question assumptions and critique ideas and literature in oral debates.

British Academic Culture 8.Highly developed independence from the teacher. 9.Ability to listen acutely to the lecturer and colleagues as an authority and expert capable of transmitting ideas. 10.Reflection skills, able to rethink and re-evaluate and research new areas.

Bloom’s Taxonomy of skills Reflection/ creativity/ originality Evaluation Synthesis Application Comprehension Knowledge

Socratic ideas and questioning  Socrates was one of the greatest educators who taught by asking questions and thus drawing out (as 'ex duco', meaning to 'lead out', which is the root of 'education') answers from his pupils

Evaluation  Survey tool in VLE site  Focus groups  VLE reviewers  Usage tracking  1: 1 interviews  External HEIs access and peer -review

Next steps  Adding Camtasia versions of the workshops developing a learning object for each session ( 10)  Add handbook of tips from current students for new students  Add peer mentoring scheme from International ambassador list  LFA ( Languages for all/ tandem scheme).  Add a section on successful integration with local York community ideas.  Student cultural societies running a blog

Lessons learnt  Information and log-in information to incoming students  Work closely with Sits/ VLE teams to get the access sorted early  Links to the VLE up on all international websites with clear explanations of what the resource is.  Jointly owned sites need very clear delegation of duties  Ambassador training-link to employability  Ambassadors/ times for blogging clearly divided

Ideas for Collaboration  Spice Project Edinburgh Napier University/ Durham  HEA TIS ( Teaching international Students)  90% content is re-usable as it is concerned with academic culture and conventions  Access to the site can be arranged  SIG supporting international students with e-learning