Post offer induction working group

Dr Eldrid HerringtonHead of the International Student

Experience

LCF

Rene Magritte, The Great Adventure (1938-39)

context

• ~2100 'international' students (EU and OS)

• also internationalize H student experience

• Two recommendations

to EG in January 2013:– Examine ‘induction’– Internationalize the

curriculum

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 fashionJohn Armstrong, Shut (1939)

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)

distinctions from Study Abroad

• Funding• Not commercial• Bespoke attention from personnel• Luxury of accommodation• Contact time

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)

QAA guidance and terms

• Marketing and recruitment

• Admissions• Pre-arrival• Orientation • Academic induction • Specialist careers

support for international students

integrated layers

• QAA: prearrival v 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 thereThe Islam Khodja minaret, Khiva, Uzbekistan (1910)

picture of induction areas

shared documents

Pre-departure guides

ISHE and ‘induction’

‘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

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)

Runway

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)

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 inductionRon Waddams, We the Peoples... (1984)

Carved Tusk, Congo (19th c)