1. Mark Freeman, Fiona Skillen (Economic and Social History, University of Glasgow) Valerie Wright (History, University of Dundee) First-year transition: from school to university

2. Introductory quiz In 2007-8: How many full-time undergraduate students in UK HE? How many part-time undergraduate students in UK HE? How many undergraduate students are studying History (including ESH) in UK HE? How many first-year undergraduate students in the UK, including full-time and part-time? Of 2006-7 full-time entrants, what percentage did not stay on their course after their first year? For 2006-7, what percentage of full-time first-year entrants in Scotland are expected to obtain the degree for which they enrolled?

3. Introductory quiz answers In 2007-8 there were a total of 1,804,970 UK undergraduates, of whom 1,232,005 were full-time and 572,965 part-time Of these, 45,360 are studying History There were 791,345 first-year students 14.8% of 2006-7 full-time entrants did not stay on after their first year (this would equate to 117,119 dropping out in 2007-8) 73% of 2006-7 first-years in Scotland are expected to complete their degree

4. What were your experiences of the transition from School to University?

5. What is different at University? Teaching styles –Lectures are a major component of most courses (history included), they last around 50 minutes, and there can be up to 300 people in a lecture. –Tutorials / Seminars – are small discussion groups that explore lecture topics in greater depth. May include presentations by fellow students. Participation may be assessed

6. –Virtual Learning Environment – where lecture notes, details of assignments and essays, course materials, and other instructions concerning the course can be found. Timetable –Self-directed learning (no spoon feeding by teachers). –Students will have more free time in which independent study is expected (no one will supervise his / her studying).

7. Assessment –Essays / reports – typically range from 1,000 words to 5,000 words. –Other types of assessment such as: Journals, Source assignments, Quantitative Exercises, Presentations. –Research projects – carried out on a specific subject and can last for weeks or months (University of Glasgow – ‘Sources and Methods’). –Exams – 2 essays in 2 hours.

8. Student impressions Note taking in lectures has been quite a big change for me compared to note taking in school. At lectures you are very much left to your own devices with regards to note taking. My previous experience of note taking involved a much more structured set-up. I am used to recieving handouts and taking notes from these rather than taking notes from a verbal source. This change has proved quite difficult for me as I have struggled to find the right balance between taking in what the lecturer is saying, and actually writing it down. It is also quite easy to go to the extremes and either write far too much or very little. I feel the use of powerpoint is a great benefit. Without the powerpoint slides I would be trying to make sense of what the lecturer was saying and put it i note form. Powerpoint helps in this aspect and therefore allows me to concentrate more on what the lecturer is saying.

9. have to admit that I did find the note taking element quite difficult. Looking back days later at my notes there were a few points I had written down that were not very clear. Having come straight from school, I was used to just copying notes from the whiteboard or teachers dictating notes to me word for word but I have come to the realisation that university is nothing like that! The lecturer talks constantly and you have to decide for yourself what you are going to write down. Brief pointers are usually given on the accompanying powerpoint but I think it is difficult to try to listen to more detailed information, look at the screen and write at the same time.

10. What are students taught about history at school? Not all students took history at school – is this good or bad?

11. Higher History in Scotland The Course aims to provide an opportunity for reinforcing and extending the candidate's historical knowledge and understanding, and developing their ability to evaluate, contrast and set in historical context a wide variety of historical evidence.

12. Candidates prepare for further historical study through the research and production of an Extended Essay. The content covered in the Higher History Course is specified in three mandatory Units: Historical Study: Scottish and British Historical Study: European and World History Special Subject –Option A: Medieval History –Option B: Early Modern History –Option C: Later Modern History

13. Course assessment The candidate must pass the internal assessments associated with the component Units. In addition, the candidate must meet the standards demanded by the external assessment instruments of the examination and the Extended Essay. The external examination consists of two externally set papers.

14. Paper I (1 hour 20 minutes) Relates to the Scottish and British and European and World Units, offering a choice from five and four essay questions respectively. Candidates must answer one question from each section within the chosen period. Each question is worth 20 marks; the paper total is 40 marks.

15. Paper II (1 hour 25 minutes) Relates to the Historical Special Topic and consists of open response items assessing the skills of evaluating historical sources. Questions will be worth between 5 and 8 marks to a total of 30 marks. The essay items in Paper I test candidates' ability to use accurate and relevant recalled knowledge, to provide a well-structured response to set in context, explain and evaluate in considerable detail historical issues.

16. The items in Paper II test candidates' ability to: –integrate recalled knowledge and a wide variety of presented knowledge –evaluate, interpret and contrast historical evidence in considerable detail –relate evidence to its wider context, and demonstrate understanding of this context.

17. The Extended Essay Should be based on an issue of the candidate's own choice drawn from any of the above contexts. Submissions on areas outwith the syllabus will be penalised. It is recommended that candidates devote eight hours (or two weeks' class time) to the researching of the issue, prior to their preparation of an outline plan of not more than 200 words (dates count as words).

18. An essay is like a burger ….. Top bun is the introduction Burger is the main body of the essay – the main argument Lettuce is the add-ons like good linking sentences Bottom bun is the conclusion

19. Essays with gaps …. During the nineteenth century the governments of Britain became more involved in ----- policy. For example, in 1891----- was made free and the problem of poor ----- was tackled by the Conservatives in the 1870s. Poverty was a great problem at this time and the better-off sections of society saw this as being -----. However, various factors forced the governments to re-evaluate their position in the social sphere and the example of social reform ----- in made a lasting impression on Lloyd George.

20. What does this mean for tutors? Largely spoon fed by teacher Lack of ability to think critically – always given ‘the right answer’ by teacher and not encouraged to question this Not encouraged to find own sources

21. What makes a good tutor (Booth, 1993) approachability/interest in students’ development 85% effective communication 40% enthusiasm and commitment to teaching 37.5% knowledge of subject 10%

22. 3 most important factors in choosing courses subject sounded interesting 82% had tutor before 75% heard good reports about tutor 55%