Learning & Teaching Conference 2013
From Diversity to
Convergence:
introducing students to Higher
Education
Anna SOTIRIADOU
Head of Computer
Science Department
Petros KEFALAS
IF Director of Learning and
Teaching
The University of Sheffield International Faculty,
CITY College. Thessaloniki, Greece
The International
Faculty
Student Body
Thesasaloniki: Masters: 6, Bachelor: 3
Abroad: Masters 11, Bachelor:1
Student Body
Thessaloniki
543
60%
Abroad
359
40%
Total
902
Undergraduates
370
41%
Postgraduates
532
59%
Greek
272
30%
Non-Greek
630
60%
Greek
271
50%
Non-Greek
272
50%
In Thessaloniki
Diversity on Entrance
The setup
• At the IF:
• an environment with 100% International students
• originated mainly from SEE.
• At Sheffield:
• 79% is Home and EU (including non UK)
• 21% is non Home/EU
High School in SEE
The situation/characteristics of High Schools in SEE:
• unbalanced knowledge - skills
• unbalanced teaching - independent learning
• heavily based on exams
• exam questions are mainly memorisation
• problem solving based on patterns
• lack of feedback and personal development
• rare contact with teachers outside the classroom
Diversity
• It is expected that candidates from different
countries enter UK HE possessing skills that
range from none to a wide variety.
• Awareness of what is expected in HE is also
variant.
• The inter-cultural perspective adds another
dimension of complexity.
The main problem:
How to enhance the skills of new
students (either UG or PG) so
that we can facilitate their
smooth transition to HE needs?
How to enhance the skills of new students (either UG
or PG) so that we can facilitate their smooth
transition to HE needs?
Workshop & Discussion
Best Practices
You said …
The approach at the
International Faculty
Alternatives
• Tutorial system for UG
• A series of workshops for PG
• Academic and transferable skills unit
• Badging of units to monitor that the
Sheffield Graduate attributes are given
Runs over 2 semesters
Recorded on
Transcript
2 hours round
table discussions
every fortnight
Non-credit Level 1
Tutorial
System
No assessment,
portfolio based
Students are split
into groups of 5-6
Tutor assigned also provides
pastoral support
Run once a fortnight
Targeted mainly on
new PG students
who graduated a state
University in SEE
Workshops for PG
More tutorials
provided with
screencasts
(myEcho)
More intensive, needs to focus:
• on research skills
• information literacy
• report writing
• assessment
• utilising feedback
In some cases it is
delivered in parallel with:
• Computing Skills and
• Academic English Skills
Academic and
Transferable skills
One semester
Credit unit
Aims to assist students to develop academic and
transferable skills that can be used in all other units of the
curriculum and during all the years of study.
Also aims to introduce students to the specific academic
environment and its regulations.
Skills
• Time Management: Academic
calendar, Coursework map, Developing
Study plans. “Chance Nota” case study
• Reading Skills: The use of textbook,
lecture notes and personal notes.
Reading techniques. The role of the
environment. Group Study. Reading
Skills self-test.
• Learning styles: Ways of learning.
• Class attendance: Active engagement
Skills
• Note taking: Organisation of personal notes.
• Information Literacy: Searching for
sources, How to refine search, Use of library
and e-libraries, Types of publications, The
Internet as a source, Copyright issues.
• Evaluation of sources: What is reliable,
credible and trustworthy and what is not?
• Plagiarism and Collusion: Impersonation.
Definitions. Examples. How to avoid it. The
role of TurnItIn.
• Referencing: Why and what to reference?
Referencing Styles. Citations. Bibliography.
Skills
• Writing a report: Planning. Structure. Content.
Argumentation. Justification. Opinion. Writing
techniques. Report format and language issues.
Checklist for a successful submission.
• Assessment & Marking: Marking Scheme.
Criteria for assessment and marking.
• Feedback: Principles of feedback. The role of
feedback. Feedback on exams. Quality
Assurance and fairness of marking.
• Working in groups: Collaboration. Creating
Teams. Roles and Responsibilities. Group and
individual assessment and feedback.
Skills
• Research Skills: What is research?
Research Ethics. Research Methods.
Working with data.
• Presentation of work: Audience, Tips and
guidance for a good oral presentation.
• Revision for exams: Exam Writing
techniques. Time management in preparing
and taking exams.
• Self-Assessment and goal setting.
Semester evaluation
Inclusion to HE
• Our Commitment: What is expected in HE
from students and staff?.
• The Sheffield Graduate: profile and award.
Introduction to the academic environment.
• Virtual Learning Environment: Lecture
Notes. Organisation of e-documents.
• Coursework Assignments: Submission
Deadline and penalties. Submission process.
Inclusion to HE
• Services: What do I do when I need ...?
• Rules and Regulations: Curriculum. Units.
Credits. Sits and Resits. Combination of
Marks. Degree and Classification of degree.
Attendance. Progression. Disciplinary issues.
Appeals.
• Who is who: in Dept, Faculty, University?
Unit Badging
Each module syllabus contains badges
mapped to Sheffield Graduate attributes:
Conclusions
Conclusions
There are two options:
1. either leave the students acquire skills
gradually through their studies
or
2. do something for those who need to catch
up at the beginning of their studies
We, at IF, choose the latter.
The International Faculty:
Creativity,
Innovation & Competitiveness
Thank you
for your participation!!
Ideas shared,
presentation and other
related documents will be
available to all
participants after the
conference.