1. Understanding your students Josie McLellan, University of Bristol

2. First year transition What were your experiences of the transition from school to university?

3. I 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.

4. First years: some points to bear in mind a very steep learning curve independent learning often a huge challenge have often experienced a high level of support from parents and teachers

5. many will have been the best in their year at school a good essay at A-level is not necessarily the same as a good essay at university problems of vocabulary: ‘essay’, ‘source’ Teaching your grandmother to suck eggs?

6. Measures to help all students Be extremely clear about expectations: preparation, punctuality, seminar etiquette Structure. Help them structure their reading, and keep seminars fairly structured.

7. Measure to help all students Small group work to help all participate Writing on board to produce a ‘mind map’ of discussion Top and tail the seminar with some brief remarks Acknowledge diversity of experience

8. Mature students - Range in age from mid-20s to 70+ - Variety of motivations - May have specific family/work commitments - Particular issues of student culture – varies from university to university

9. Students from non-traditional backgrounds - ‘Widening participation’ - May be first in family/only member of peer group to go - Money and work - Often high achievers

10. International students - International students - Erasmus students - Junior Year Abroad students - language - culture of learning - expectations (parents/self) -Specialised support within the university

11. Special educational needs -Very wide variety - It is the Department’s job to liaise with the students about their needs, and to provide you with the necessary information and training - Worth checking in with students regularly to see how they are coping.

12. Special circumstances - Physical health, mental health, bereavement, family matters, housing, money…. - We are here to support the students in their studies -Don’t try to solve or take responsibility for students’ problems! -Our job is to refer the students to the person best qualified to help them: personal tutor, departmental office, Student Health, Student Counselling, Student Finance, etc. etc.

13. Special circumstances: what to do - Find out who is best qualified to help student - Make sure course coordinator/personal tutor knows what is going on. Copy them into correspondence, and keep copies of emails. - Worth making notes after meetings with students. - Don’t share information about student’s progress with anybody outside the university – including their parents!

14. How to be a mindreader

15. Interim feedback Informal discussion of how it’s going, either in seminar, or afterwards Blank sheet of paper – five minutes to jot down thoughts Stop/Start/Continue