Information for mature applicants
Mature students are anecdotally thought to be more anxious about technology than younger students, to the extent that they avoid using technology. Previous work examining the attitudes of mature students to technology no longer reflects contemporary student age profiles or the current technological landscape. This study asks whether modern mature students in a UK university have more negative attitudes towards technology than younger students, and whether their usage of technology is different. A new diagnostic instrument, the Technology Attitudes Questionnaire, was developed to determine how students use technology for course activities and personal use, and their attitudes towards technology more generally. It was found that mature students use fewer technologies than younger students and use them less frequently, but have used them for a longer period over their lives. No difference was found for attitudes towards technology between the mature and younger groups. This research aims to contribute to the wider field of technology attitudes and use, particularly for the modern mature student cohort. These findings can be used to inform how educators design learning resources and use technology on their courses, working towards an age-inclusive programme. It asks whether mature students have more negative attitudes towards technology than younger students, and how the usage differs between these two groups. It will be of use to educators who are designing resources using technology for use in higher education HE classrooms, which are more and more likely to contain mature students as part of a changing cohort.
Include Synonyms Include Dead terms. Download full text. The sample included unsuccessful applicants, 98 full-time mature students, 95 mature graduates, modular bachelor of arts students, and 61 students who withdrew from UCD.
Students who speak English as a second language and who are studying in a new country are taking an even bigger step. One difficulty students have in listening to lectures is understanding a “new” accent. when the date is written on the board. Study strategies for mature students · Mature students: Writing activities.
LSE welcomes applications from mature students and values the contribution they make to the School community. LSE has a large proportion of postgraduate students which means that the student population is, on average, older than at many other universities and mature undergraduates should not feel out of place. LSE is able to offer some flexibility in its entrance requirements for mature applicants in recognition of the fact they may have life experience relevant to their intended field of study.
For all applicants, including mature applicants, we look for evidence of relevant, recent, study indicating the ability and the motivation to study at a demanding level. Relevant normally means academic in focus and equivalent to least Level 3 in the Regulated Qualification Framework A level or equivalent standard. Recent means completed within three years of your proposed programme start date ie, for entry in September , no earlier than 1 September The most appropriate pattern of study will depend on the individual situation of each applicant.
LSE receives many more applications than places available and each year we have to disappoint a large number of well-qualified applicants. While Selectors pay most attention to your most recent qualifications, when assessing your application they will consider your whole academic record in a competitive process with other, similar applicants. If we are uncertain whether you have the required literacy and numeracy skills we may request you sit the Undergraduate Admissions Assessment.
Note: these scenarios are intended to help you research potential options for how to qualify for study at LSE. I have no Level 3 qualifications acceptable for entry eg, I only studied to GCSE level or I hold an international qualification that is not acceptable for entry. At least two traditional academic A levels retakes may be acceptable, but we would prefer at least one new subject.
Bringing technology to the mature classroom: age differences in use and attitudes
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This is a list of the colleges within the University of Cambridge. The colleges provide most of the accommodation for undergraduates and graduates at the University. At the undergraduate level they have responsibility for admitting students to the university and organising elements of their tuition, though lectures and Hughes Hall, St Edmund’s and Wolfson admit only.
Unistats information for this course can be found at the bottom of the page. Please note that there may be no data available if the number of course participants is very small. This conviction remains as firm today as it was then. As the world has evolved, so has PPE. The course brings together some of the most important approaches to understanding the world around us, developing skills useful for a wide range of careers and activities.
PPE is a highly flexible degree which allows you to shape your own path through it: you may choose to specialise in two branches at the end of the first year, or continue with all three. Studying philosophy develops analytical, critical and logical rigour, enabling you to apply these skills to questions concerning how we acquire knowledge or make ethical judgements. In turn, the study of politics provides a thorough understanding of the impact of political institutions on modern societies.
It helps you to evaluate the choices that political systems must regularly make, to explain the processes that maintain or change those systems, and to examine the concepts and values used in political analysis.
Mature-Age Student Survives Lecture Without Asking A Single Question
A LECTURER at a British university tape-records conversations with students. No student has ever made such an accusation against him, but he does He was mature and sophisticated compared to other men, well boys, I knew. Dating | Higher Education | Teachers | University Of The Arts London |.
This article reviews the extant research on the relationship between students and teachers in higher education across three main areas: the quality of this relationship, its consequences and its antecedents. The weaknesses and gaps in prior research are highlighted and the importance of addressing the multi-dimensional and context-bound nature of teacher—student relationships is proposed. A possible agenda for future research is outlined. Subsequent research has demonstrated that quality relationships have an impact on human beings with respect to motivation, social competence and wellbeing in general e.
In this article, we focus on the higher education or university context, and on one particularly significant relationship within that setting: the teacher—student relationship TSR. There are far fewer studies on TSR in higher education than in the school context. We argue that the investigation of TSR should be extended, as it is important for higher-education research for at least three reasons:. Secondly, the need to belong also affects university teachers. For example, the quality, establishment, and effects of social factors such as TSR should be explored in greater depth, given their likelihood as preconditions of excellence in teaching and learning at university.
However, they address aspects of TSR only indirectly and superficially, such as asking about academic support e. Thus, we conclude that research on TSR in higher education should be an integral part of the larger body of research and discourse on the quality of teaching and learning in higher education. The aim of this article is to analyse critically previous research on TSR in higher education and to identify several areas in which empirical evidence is limited.
Prior investigations of the concept of TSR have originated from various research traditions, including educational and psychological theories and communication research. This review focuses exclusively on research from an educational or psychological perspective.
International students: Lectures
UCAS defines mature students as ‘any student aged 21 or over at the start of their studies’. One in every five students at Solent University fall into this category, and we pride ourselves on being a diverse and welcoming community. There are many reasons for mature students to enter higher education: to completely change career direction and enter a new profession, to achieve personal goals and ambitions having missed earlier opportunities, or to improve current employment prospects.
Remember, when integrating with other students in lectures and tutorials you are able to bring your additional knowledge and experiences to course discussions and debates. Other students will value and respect this input tremendously, making it easy to bond with your course mates.
Being a mature student at University must be great fun, reliving your youth and having a tennis-style rally of milky banter with the lecturer throughout. chart songs that are 2-years out of date are blasting out in your ears.
Starting at any university is a major step in life. Students who speak English as a second language and who are studying in a new country are taking an even bigger step. How do we choose our subjects? Can we go and talk with the lecturers? What about making friends? In this section, you will find handy tips and suggestions on overcoming the challenges that international students may face. Based on interviews with international students and their teachers, this book offers straightforward advice on academic topics such as language use, as well as social topics and the culture of British universities.
It also contains a helpful mini-dictionary of university words, and so will be an ideal guide for any international student studying in an English-speaking university. Because lectures call for such a different type of listening, students often encounter problems. Be ready for these and plan ways to beat them.
One difficulty students have in listening to lectures is understanding a “new” accent. Maybe your high school English teacher talked with one kind of accent and now your lecturers use a different one. In English speaking universities the staff come from many different countries and from different parts of the same country. This means that even though they are all speaking English it may take a week or two to get used to their voices.
Philosophy, Politics and Economics
This policy defines the process by which lecturers may apply for and receive promotions in rank. Lecturer appointments a are full-time faculty appointments, b are non-tenurable, c are renewable, and d permit promotion in rank. The primary assignment of a lecturer is usually instruction at the undergraduate level. Initial lecturer appointments may be granted for up to three years with an annual performance review conducted by the appropriate academic administrator or supervisor.
Appointments may be renewed for further terms of up to three years following any satisfactory performance review. Academic ranks for lecturers and the means by which they are distinguished at ETSU are as follows:.
assisting mature students to participate fully in education and to achieve their goals within the A breakdown of the most up-to-date figure can be seen know you could always go to the lecturers and they are of course, absolutely always and.
If a member of staff is unsure whether or not a relationship with a student should be disclosed under this policy, the member of staff should disclose it. Search site. International students Continuing education Executive and professional education Courses in education. Research at Cambridge. What happens once I’ve registered? Personal relationships between staff and students policy. A personal relationship of a sexual or other intimate nature between a member of staff and a student, with whom that member of staff also has a professional connection, gives rise to an actual or apparent conflict of interest.
In particular, such a relationship creates, or may reasonably be perceived to create, a risk of favouritism or abuse of authority. It also undermines the relationship of trust and confidence which is intrinsic to interactions between staff and students.
Promotion of Lecturers
Last Updated: March 23, References. This article was co-authored by our trained team of editors and researchers who validated it for accuracy and comprehensiveness. There are 24 references cited in this article, which can be found at the bottom of the page. This article has been viewed , times. Learn more
Find the perfect mature student exam stock photo. Mature student taking notes in classroom – Stock Image Lecturer educator helping student with test.
Even with all the risks associated with dating a lecturer, students all over the world still find themselves doing it. She offers money as another explanation. In Uganda, relationships between lecturers and students are fairly common. In the Western world, however, these relationships are less openly talked about but often form on-campus gossip as well as risky portrayals on television. In many countries, it is illegal for a teacher to date or have any sexual contact with a student, no matter their age.
However, in the majority of countries, it is not illegal once the student reaches university level so long as they are of consenting age in that country. While legal, it is hardly professional for lecturers to date students. Lecturers are in a position of power and must maintain professional conduct and face losing their jobs due to a conflict of interest. In the United Kingdom, the majority of universities have guidelines on navigating student-lecturer relationships.
Professors are required to alert the university should a relationship develop between them and a student to ensure no unfair advantage is given to the student.
Former Student, Fair Game?
The Bachelor of Arts student, Graeme Travett, attended the 11am anthropology class at the University of Queensland last month — only to find that the professor knew more than he did. I love your work man! This is one of your best.
DCU recognises that mature students have a wealth of knowledge on lifelong learning to date, which can consist of of a combination of lectures, tutorials.
He stores the tapes as insurance against charges of sexual harassment. No student has ever made such an accusation against him, but he does not want to take any chances. Sleeping with students is a risky affair. This particular academic seduces many students and boasts about his success. He believes that the tapes may one day provide him with a defence of ‘mutual consent’ should a former student-lover expose his philandering.
Love across the lecture theatre is as much a part of campus life as exams or alcohol. Sexual relationships between staff and students have never been a priority for university disciplinary boards, so long as affairs are discreet. The Association of University Teachers last week discussed a policy statement, University Consensual Relationships, which calls for staff to ‘declare their interest’ and relinquish all responsibilities of marking and assessment of their student-lovers’ work.
The paper also warns lecturers that they could face charges of sexual harassment if a student did not consent to the relationship. But the unavoidable inequality of power often means that there is no clear line between mutual consent and possible sexual harassment. How easy is it for a student to reject a lecturer? Will a student’s grades suffer if she or he says no?
University administrators oppose a hardline approach.
Relationships With Postgraduate Academic Staff in UK Universities
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Despite the societal and legal barriers implicit in such relationships, humans are by their nature imperfect and there’s as of yet no such thing as thought crimes. Many teachers face the struggle of what to do about students they find attractive and even those students who come on to them. Although it’s seldom talked about, Reddit found more than a few teachers who had crushes on students and were willing to admit it. Here’s a few stories from teachers telling the truth about their feelings toward students.
From ebonyeyeslullaby :. Hottest thing ever, made it hard for me to focus, incredibly sexy, was super sweet to me all the time, openly flirted, brought presents and homemade snacks. To be fair, she was a year older than me actually. I teach languages and it works that way sometimes. What did I do? I am a teacher.