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    Welcome To Queen's 2009: Getting Started

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    Jack Easter
    The document outlines an orientation session for new students at Queen's University Belfast. It includes introductions, a discussion of academic skills needed for university, comparisons between school and university expectations, and information about campus resources and support services. Breakout groups are used to discuss topics and there is a planned campus tour.

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    Welcome To Queen's 2009: Getting Started

    Uploaded by

    Jack Easter
    30 views26 pages
    The document outlines an orientation session for new students at Queen's University Belfast. It includes introductions, a discussion of academic skills needed for university, comparisons between school and university expectations, and information about campus resources and support services. Breakout groups are used to discuss topics and there is a planned campus tour.

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    Transition

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    The document outlines an orientation session for new students at Queen's University Belfast. It includes introductions, a discussion of academic skills needed for university, comparisons between school and university expectations, and information about campus resources and support services. Breakout groups are used to discuss topics and there is a planned campus tour.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    30 views26 pages

    Welcome To Queen's 2009: Getting Started

    Uploaded by

    Jack Easter
    The document outlines an orientation session for new students at Queen's University Belfast. It includes introductions, a discussion of academic skills needed for university, comparisons between school and university expectations, and information about campus resources and support services. Breakout groups are used to discuss topics and there is a planned campus tour.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    You are on page 1of 26

    Welcome to Queens 2009

    Getting Started

    Session Outline
    Introductions What are academic skills? School vs University Preparation Coffee Break / Q&A Session Campus Tour

    Introductions
    Introduce your partner 5 mins. Split into 2s or 3s and exchange details about each other, e.g. name, pathway, hobbies, interesting fact etc. Feed back to whole group.

    What are Academic Skills?


    Use post-its to write down your own ideas. Split into groups of 4/5 and share your thoughts. Write up on flipchart paper. One rep from each group to feed back.

    Academic Skills
    Essay Writing Referencing Research Skills Critical Thinking Time Management Report Writing Dissertation Writing Memory Techniques Presentation Skills Exam Preparation

    School vs University
    Discuss what changes being a QUB student will bring under the following categories: Accommodation Academic Social Personal Financial

    Starting University
    Discuss in groups of 4/5: 1. What are you looking forward to? 2. What might the challenges/difficulties be?

    How to deal with changes?


    Prepare Communicate Positive attitude Knowing where to get help Asking for help

    Assessment
    Modular system Degree classifications Marking criteria (see handout)
    Conceptual Equivalent High/Excellent I (in addition to criteria for Definite/low 1) Definite I Low I % given 90 Mark Band 85100 Criteria Excellent answer which: Is comprehensive and accurate Is presented in a clear and cogent manner Makes full reference to appropriate material Makes effective use of language Displays some of the following characteristics: integration of a wide range of learning resources originality of exposition or treatment evidence of insight critical evaluation. Very good answer which: Is generally accurate and reasonably detailed Displays a good understanding of the main principles and a reasonable grasp of details Shows strong and coherent argumentation Is presented in a logical fashion Makes frequent reference to appropriate material Makes effective use of language. 80 75 7884 70-77

    High 2.1 Definite/solid 2.1 Low/clear 2.1

    68 65 62

    6769 6466 60-63

    High 2.2 Definite/solid 2.2 Low/clear 2.2

    58 55 52

    57-59 5456 5053

    Good answer which: Is reasonably accurate and well informed, albeit with some minor omissions or inaccuracies Is limited to the main issues and based on a limited range of learning resources Makes some reference to appropriate material Makes acceptable use of language, with some minor inaccuracies

    High 3rd Definite 3rd

    48 45

    47-49 44-46

    Adequate answer which: Displays evidence of understanding of the main principles in broad terms May contain important inaccuracies or omissions May lack a coherent structure May answer the question indirectly or may lack supporting evidence Makes minimal reference to relevant material Shows poor use of language, although the meaning is understandable

    Low 3rd

    42

    40-43

    Marginal fail

    35

    35-39

    Failing but compensatable answer which: Displays a very limited understanding of the aim of the question Is sparse in material and lacking in organisation Contains material that is inappropriately used or of limited relevance. Proceeds by way of assertions unsupported by appropriate evidence Shows poor use of language with significant grammatical and other errors

    Weak fail

    25

    25-34

    Unsatisfactory, poor answer which: Shows a complete lack of understanding of the question Provides very little of any relevance and value to the question Makes an incoherent argument

    Poor fail Nothing of merit

    15 0

    15-24 0-14

    Shows poor use of language with significant grammatical and other errors

    Preparation
    Library Lectures Communication Skills Freshers Festival IT Time Management

    Library
    Location Opening Hours Facilities Subject Librarians Resources (how to use etc)

    Lectures
    Note-taking

    Use Space, Headings, Bullets and Arrows


    Three keys to green environment educate public, improve techno., and help increase demand for recycling.

    Use space to show relationships.


    Use vertical space.
    Use horizontal space.

    To create headings:
    CAPITAL LETTERS

    BOXES

    underline - - indent below the heading

    Note-taking Practice

    Listen carefully

    How did you get on?


    98 Moser Rep fresh start 7 mil adults lit and num than other euro country but Pol and Ire 1 in 5 adults func illit

    Communication Skills
    Introducing yourself Lectures peers Tutorials asking questions Missing a lecture Going for coffee Finding best place for lunch Going to the PEC Joining a club

    Communication Skills
    Come along to one of our workshops:

    Wednesday 25th November at 10am Thursday 26th November at 11am Friday 27th November at 12pm
    Arrange a one-to-one appointment to help improve your and presentation skills.

    Freshers Festival
    Join a new club/society Meet other students Help you to settle in Get involved in Welcome Week activities! Sport - PEC

    ICT
    Open Access Centres Queens Online (QOL) Demonstration www.qub.ac.uk/qol

    Time Management
    Time Thieves (internet, phone calls, coffee breaks) Part-time Job (15 hours per week) Importance of Routine Weekly Planner

    Support
    Own personal network Friends Family Others

    QUB Support
    Personal Tutor and your School Student Guidance Centre
    Learning Development Service Counselling Service Careers Service Disability Service

    University Health Service International Students Office Students Union

    Coffee Break / Q&A


    5 min comfort break 10 mins Q&A then Campus Tour

    Findings of the report Since 1997, the Government has focused first on schools (with the national literacy and numeracy strategies) and then on adult learning, particularly basic literacy and numeracy. In 1998 it asked Sir Claus Moser, chairman of the Basic Skills Agency, to produce a report on how "to tackle the vast basic skills problem in this country". A Fresh Start - improving literacy and numeracy (DfEE 1999, ref: CMBS 1), known as the Moser Report, stated that up to 7 million adults in England have difficulties with literacy and numeracy - a bigger proportion than in any other western country apart from Poland and Ireland. One in five adults, it stated, are functionally illiterate - that is, if given the Yellow Pages they cannot find the page for plumbers.

    1998 Moser Rep fresh start 7 mil adults poor lit and num Higher than any euro country but Poland and ire 1 in 5 adults func illit

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