Category: University

Originally posted on July 20, 2016 @ 9:00 am

I was originally planning to write up my experiences in a single blog post but it got too long and so I have broken it up into four separate posts: this one which will focus on my efforts to organise the counseling space and resources. The second two posts focuses on a) building relationships with other institutions and b) the agencies you need to be registered with, while the final post deals with the internal dynamics of advising students and communicating with parents.

This last year has been incredible in so many ways but also very, very hard. This post is partly a record and reflection of my experiences but I also write with a few other counselors in mind whom I met this year who were in a similar position to me: working in small or new schools and carrying the responsibility of setting up the university and careers provision.

In August 2014 I moved schools. The aim of my new job was to begin developing a boarding program for my new school. Unfortunately for me, in early September of that year the company that owned the school took the decision to place the boarding program on permanent hold.

The resulting two years have been a period in which I have learned an awful lot, met and worked with some truly inspiring colleagues, and had the opportunity to really reflect on and experiment in my teaching practice.

Losing the boarding project opened the door to another really exciting opportunity: the chance to found, set up and run my own College Counseling Department or Higher Education and Careers Department or University and Careers Counseling Department (Yep those are the three titles we have run through this year and we are sticking with the last one!).

To say that this last academic year has been challenging and stressful would be an understatement but it has also been a real honour to build something from the ground up, make decisions and have the opportunity to advocate on behalf of an interesting mixed cohort of kids, from a variety of very diverse backgrounds. I have learned a lot about myself, my own perceptions, my own prejudice, my limitations and my strengths. I want to use this post to reflect on my experience in the first year of setting up a careers and university advisory service in a school.

I officially started the role in August 2015 but I began preparations for it back in April of the same year. This was a start up school environment that at the time had just, in March of that year, received authorisation to begin teaching the DP and were also prepping for our MYP authorization visit that would come in October of that year. Thus everyone was busy, not just with the normal rounds of lesson planning, delivery and reflection; not just on the unit planning, horizontal and vertical articulation that comes with the MYP but also with the additional paperwork that comes with trying to get a school authorized to deliver a curriculum.

So I was effectively on my own. Where would you start to plan a university guidance (at the time I thought it was just university guidance) program? You have an office space and thats it. You have no real background in the area save working in secondary teaching for six years, some of which you have been a sixth form tutor in the UK and a Boarding House parent for 16-18 year olds.

Organising the Counseling Space & Resources

I started by buying maps. Maps of the continental US, UK, and the World. Large ones around 1.2m x 1.0m to put on the walls. While waiting for these to go through our schools insanely long procurement process, I then downloaded the UK University League tables and registered online with every university as a students and ordered a copy of their prospectus. Those that wouldn’t post a copy to Europe, I downloaded a digital copy and saved. Later these were uploaded to the University Guidance Group that I created on ManageBac as a place to share resources with our G9-G12 students. Along the same vein, I wanted to make sure that our space set aside for guidance counseling was warm and welcoming, a place where parents and students felt that they could just drop into. Always at the fore-front of my mind was that we were a very new school, in a very competitive area (26 or thereabouts international schools in the area) and I believe that the university and careers provision that any secondary school offers has to aim to build confidence amongst the community of student, parents and teachers that it is competent. Parents will seek out the “best” schools for the their children and while you there are thousands of different views of what may make a school best, I feel that after a solid academics program (parents want to know there children are learning), a guidance program that helps students identify their strengths and interests and guides them to the next natural step after secondary school successfully is a major want for secondary parents. A school that doesn’t offer that, especially one that you are paying for, will surely send red flags. Hence, ordering maps and materials for the guidance office, to help build the environment for students and parents seemed like a natural place to start. At this time I also ordered books and guides and I continued to do this over the course of the next year. The books I now have in the office aside from the prospectuses are:

• Loren Pope’s Colleges that change lives and Looking beyond the Ivy league.
• The HEAP Guide 2016
• The Fiske Guide to Colleges
• The CollegeBoard College Handbook
• Tina Quick’s Global Nomads Guide to University Transition (Donated by a parent)
• Julie Lythcott-Haims “How to Raise an Adult” (yet to be purchased for the department)

An additional resources that I came across last year that I make parents of students aware of is the gettingin podcast by panoply.

One of the essential tasks that went on alongside relationship building (see below) throughout the year was the creation of a variety of different resources to use both externally and internally of our school community. Early in the year I created the G11 counseling timeline and drafted the G12 counseling timeline which I will be finishing this summer. I scaffolded this process for myself by comparing the timelines produced by a variety of other schools that I had contact or a connection with.

At the same time I began to synthesise and summarise the key steps and information that lay at the heart of applications to the countries that my job description asked me to be responsible for – UK, US, Canada and Switzerland. For each of these countries I produced and essential information document, only two sides in total for each one that gave an overview for parents and students of the application process for each country.

Once all of these documents were created I decided to group them together into the first iteration of the University Guidance handbook, the development of which has carried on throughout the year as I have written new documents which have also been added to the handbook. I am hoping to be able to complete version 4 of the handbook over this summer break.

Early on in the year, and with input from a variety of the my colleagues, in  preparation for the CIS forum I created a school profile document. This document summarised our school, giving key information to admissions representatives. It was so liked by our marketing department that they subsequently hijacked it for use with prospective parents!

Throughout the year I also created a variety of forms to help with managing my meetings with students. These included permissions for students to miss class to attend university presentations, or open days, interview forms, teacher recommendation request forms and a university research form to help students build their shortlist of universities. I am not sure how useful some of these will be now that I am using BridgeU which provides a natural scaffold for structuring the timings of meetings with students which I will develop further for next year.

Towards the end of the year I worked with the DP and MYP coordinators to begin drafting policies for use in our community. These were the language course selection and university guidance policy, the predicted grades, teacher comments and recommendations policy as well as the attending university open days and guidance office events policy.

Finally in terms of resources, I was successful in April of this year in convincing the management at school that our community would benefit from the use of a guidance platform to primarily help students in their course and university research. I have blogged about the rollout of BridgeU here and here, so I won’t write too much here. In the final section of this blog on guiding students I will expand a little more as to why this was really important for me and my students.

Originally posted on November 14, 2019 @ 1:05 pm

A few weeks back, I ran across a US university admissions policy that required a TOEFL score for any international student applying to the college. This in and of itself isn’t necessarily unusual but I was surprised that this policy mentioned that only TOEFL and IELTS were acceptable as part of admissions to the campus.

When I followed up with my colleague on the other side of the desk, explaining that my students had IGCSE 1st language English and was studying English A as part of their IBDP program, I was told that they would still have to submit an IELTS or a TOEFL score.

I was really curious as to the reasoning behind this policy.

Now, I want to be clear, I get that putting together an admissions policy around language is not easy and presents a significant challenge. I also get that universities want to be fair and transparent to all of their applicants. I also understand that admissions colleagues are under pressure and accountable for the levels of English that the students have that are admitted onto their programs.

I also understand that in some cases there may be visa and immigration requirements that require an institution to make students take the IELTS or TOEFL.

But, when these factors don’t apply, it seems like madness to my mind to be asking students to undertake another test even it is one that they can “bag” easily.

Firstly it adds another (unnecessary) cost to families during a process that is already expensive. Secondly it adds another level of uncertainty and stress to students who don’t always understand the reasons for it. Often they see it as another test that they need to take multiple times to get the best possible score even though the university is only looking for a score above a certain number. Thirdly, IB students are busy! They have coursework in 6 subjects, plus their Extended Essay (4000 words) plus their CAS projects plus their TOK essay (1600 words) and presentation (10 minutes).

By asking these students to take an extra test just because that’s what your policy states and for no other reason than, this is what other institutions we compare ourselves to are doing then that shows that:

1. You don’t understand the IB Diploma Programme
2. You don’t know what students are actually studying in Group 1 subjects of the IB Diploma Programme
3. That you really don’t care.

Aside from the very good detailed subject briefs that show the sheer volume of literature group 1 subjects require students to engage with the IBO has even gone so far as to produce a signed letter by the director general explaining the equivalence of language A subjects and what these subjects actually assess.

If you are a university and requiring IBDP students who are studying English in group 1 to take an additional test for the sole reason that they reside in a country where English isn’t the national language then I will be counseling my students to not apply to you. At the very best it shows that you don’t value international students enough to actually find out what they are studying and at worst shows that you don’t really care.

What do you think? I would love to hear your thoughts…

Originally posted on March 30, 2019 @ 8:12 am

The Chinese University of Hong Kong

On the morning of Wednesday 27th March 2019, I visited the Chinese University of Hong Kong (CUHK). With around 16000 undergraduate students and about the same post graduates, this is a large  campus university founded in 1963 and is located in the New Territories of Hong Kong. The setting is very much sub urban, and stepping off the dedicated MTR (Hong Kong’s metro) station “University” you find yourself pleasantly outside the pace bustle of the pulsing metropolis. The University is nested in a series of green hills with views of the sea.

Despite the name, the language of instruction for the majority of courses is English and degree programs last for 4 years in the main although there are some exceptions (Medicine and Education courses being two examples). Bilingualism is encouraged, and international students may be required to take courses in Mandarin or Cantonese but ability to speak either of these languages is not a requirement of entry. Instead applicants need to have a minimum of a C in GCSE English or, for IB students, be on target to score a 4 in either English A or English B. For most programs these are the minimum language requirements to be able to study here, although some programs may have slightly more rigorous requirements. As always check the program requirements. Students can select three programs on application and IB applicants will need at least 30 points and significantly more than this for some programs.

They claim that they use student performance data at the university to work out comparisons between applicants with different educational backgrounds. The university develops new programs regularly for example they have introduced AI this year. IBDP Student can get up to a year advanced standing although many opt to take less. Admission selection decisions are made by the program faculties and not centrally. CHUK runs summer programs for Yr12/Grade 11 students in their summer holidays. This is currently a 2 week residential program where students take 2 courses each with 15 hours of instructional time. Very interestingly, the university has a collegial system. The collegial system allows students from different programs to live together, and runs in similar lines to UK universities with a similar system. In these colleges students take some general education courses and have a range of social and sporting events that they can take part in from formal dining to teams sport competitions against other colleges. They can indicate preference for colleges after they have been accepted. It is the only university in Hong Kong with this structure. Non-local students are guaranteed residence for 3 out of 4 years and can apply for it in their 4th year. Housing is only 1500USD per year.

The University of Hong Kong (HKU)

In the afternoon of Wednesday 27^th March I visited the campus of the University of Hong Kong or HKU for short. HKU is a campus university located in the heart of Hong Kong Island and is the oldest of the nine universities in Hong Kong. So old in fact that it’s imaginatively named “main building” is in fact listed and persevered from being demolished to allow the construction of yet another sky scraper. HKU is a campus university, again served by its own MTR station “HKU” but it is stuck right in the cut and thrust of a thriving modern metropolis and therefore has a very different feel to either CUHK or HKUST. It is a large research-based university with academic focused undergraduate programs. The University campus is spread out East to West facing the bay. Students apply directly to the programs that are of interest to them and the offers of admission are made by the program faculty. In an unusual move for a Hong Kong university, HKU has recently published its entrance criteria for its programs although they are keen to stress that the figures represent the grades attained by the lowest performing students, as measured by examination data, admitted to their programs. Interestingly students can take degrees at HKU combined with other universities in the UK, France and the US. Students on these courses have the ability to graduate with degrees awarded from both partner institutions.

Both these universities, considered by many to be the best universities in Hong Kong, offer very different living experiences for students. Both are well connected to the city via the MTR but CHUK is greener and possesses a more open sub-urban environment, with the possibility for students to get outdoors for hikes from its doorsteps. HKU being located in the heart of the city is surrounded and hemmed in by skyscrapers giving students easy access to the heart of the city.

Originally posted on April 6, 2019 @ 10:13 am

Hong Kong Polytechnic University

On the morning of Thursday 28^th March 2019, I visited the Hong Kong Polytechnic University. This university, opened on its current site in 1965 in its original carnation as the Hong Kong Technical College. It became a university in 1994 and is situated in the hustle and bustle of Hong Kong’s Kowloon district. Boasting an impressively housed Design school, as well as its own 5 star hotel, PolyU is an impressive university. Students benefit from two years guaranteed accommodation 10 minutes walk from campus. In these halls generally two or three students share one room. There is a Swimming pool and Sports Centre on site.

During my tour of the Hong Kong Universities it was the only one that organized time for me to visit three different departments in the space of the morning. Like the other universities I visited this is a campus university with students housed in halls of residence within walking distance of the main academic buildings. I was first taken to see the Department of Humanities, The Design School and The School of Hotel Management. Like other universities in Hong Kong, students apply to specific programs and admission decisions are made at the program level by professors teaching the courses that students apply to.

During my tour of the Humanities Department I was shown the work of their linguistics laboratory where research is focused on understanding the processing and development of language in the Human Brain. Personally it was really interesting to see how the study of language and biology interact and gave me some new insights to bring back to my classroom. The faculty delivering the courses in communication were keen to stress the relevance of their degrees. Many of their graduates go on to work as interpreters and communications specialists. Two thirds of court interpreters in Hong Kong, for example, graduate from their programs. Students get exposure to hands on visual and verbal translation and they aim to produce students who are trilingual in Cantonese, English and Mandarin. The Design school covers a whole suit of programs from photography and digital media, through to interior and environmental design. A tour round the school which also houses an exhibition space, give a good insight into all main areas of Design and is truly a world class facility. Finally the Hotel School is attached to Hong Kong’s 5* Hotel Icon which is owned in full by HK PolyU and offers the leading Hotel Management courses in Asia.

The Hong Kong University of Science and Technology

My final visit of the week was to HKUST. This is another campus university but unlike the others it is located in Clear Water Bay in the east of the city. It does not have an MTR line and is connected to the nearest station Hang Hau by a 10 minute taxi or bus ride. It’s lack of connectivity to the city can be definitely seen as a plus. Surrounded by beautiful green hills and with commanding views over the bay, the campus feels very much like you are out of the city. Living here students can be cloistered away in their own community but are able to dive into the city relatively easily for the day if they wish. HKUST has four schools: Science, Engineering, Business; and Social Sciences. The Interdisciplinary Programs office allows students to study courses from different schools should they wish. Once again students apply directly to programs for admission, although HKUST allows students to apply to a school if they are undecided on exactly what program they wish to take. In this way HKUST, offers a combination of specialization or flexibility of study, different routes that will appeal to different students. All students take a Common Core of 36 credits that allow them to  develop their Professional and general knowledge in other areas. HKUST also operates a undergraduate research opportunities program, UROP, which gives students access to international networking and conferences. HKUST stressed that they are results orientated in their applications and IBDP students should be looking to score 38+ points.