# Welcome to SMIRK Unit
1 - What is a student?

- Goals
- What is a student?
- Comparing your experiences
- What can you expect from GCU?
- Independent learning
- Back to main index

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SMIRK by Imperial College, Loughborough University and the University of Worcester, modified by Marion Kelt Glasgow Caledonian University is licensed under a Creative Commons Attribution 4.0 International License.
Based on a work at http://www.gcu.ac.uk/library/SMILE/

# Goals

In this unit we want you to think about what makes the ideal GCU student. Not only that, we want you to think about what you expect from us. You can refect on the experiences that you have had and how they may be more similar to student life than you expect.

We will look at what makes an independent learner and how this may be different from your previous learning experiences. You will also learn about the different learning styles, be able to identify your own and understand why it is important to you and your studies.

Understanding your learning style helps you get the most out of your university academic experience. Understanding the theory of learning styles helps you to present your work in the optimum way to a wider audience.

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SMIRK by Imperial College, Loughborough University and the University of Worcester, modified by Marion Kelt Glasgow Caledonian University is licensed under a Creative Commons Attribution 4.0 International License.
Based on a work at http://www.gcu.ac.uk/library/SMILE/

# What is a student?

Imagine that you have been asked to draw a cartoon of the ideal GCU student. What would he or she look like? We tried it with a group of new students, and they suggested:

- Focused (big eyes, glasses)
- Considerate (thoughtful expression, big brain or head)
- Organised, planned (carrying laptop or timetable)
- Fit and healthy (carrying fruit, water, wearing trainers or sportswear)
- Responsible (broad shoulders)
- Punctual (wristwatch)
- Caring (big heart)
- Flexible (juggling, bendy limbs)
- Polite (smiling)

Have a look at this vidcast from the Learning Development Centre in the School of Health and Life Sciences. It will give you some things to think about.
Could this be you? Are there other qualities that you think a good student should have? It may be worth taking some time to think about how you should look as a GCU student. One of they key qualities in our list is planning and organisation. The module on organising your time can help you cope - why not have a look?

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SMIRK by Imperial College, Loughborough University and the University of Worcester, modified by Marion Kelt Glasgow Caledonian University is licensed under a Creative Commons Attribution 4.0 International License.
Based on a work at http://www.gcu.ac.uk/library/SMILE/

# Comparing your
experiences

University may be a bit different to other things you have experienced, but focus on some aspects which are the same or similar to what you are used to. This can help with the transition into a new environment as things can seem less overwhelming. Here are some ideas to get you started:

- Flexible timetable compared to 9-5 classes or work
- Less structure
- Having to study for exams
- More coursework to submit - essays, reports, assignments
- Group work
- Different relationship with lecturers compared with teachers
- Self-motivation

In the case of the differences, we have the induction events and various forms of support available through the university. You can talk to staff from: The Library Desk, Learning Development Centres, Students Association Advice, programme advisors, lecturers and many more. Check out the student web page for more information.

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SMIRK by Imperial College, Loughborough University and the University of Worcester, modified by Marion Kelt Glasgow Caledonian University is licensed under a Creative Commons Attribution 4.0 International License.
Based on a work at http://www.gcu.ac.uk/library/SMILE/

# What can you expect
from GCU?

Try to think of three expectations that you have about university life. They can relate to anything - social life, workload, living away from home, support from academic staff and so on. We tried it with a group of new students, and they suggested:

- More responsibility for your own learning and coursework, learning time management skills
- Meeting new people and having a different social life
- Different workload and more challenging work
- Independence after moving away from home
- Less ‘spoon-feeding’ from teaching staff
- Having to find their way round the university
- Partying, drinking, and socialising
- Tight finances
- Meeting deadlines

There are a lot of things to think about!
When you are at university, you will need to become a more independent learner. This can be a big change if you are coming from school or from a culture where more traditional forms of teaching and learning are normal. It can be worthwhile to think about different types of learning styles, and which one suits you. If you have never studied in the UK before, the British Council have a very helpful site on what you can expect.
At the start of the academic year, there are student helpers on campus who can help you find your way around. We also have a campus map.
You may also want to look at our unit on time management.

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SMIRK by Imperial College, Loughborough University and the University of Worcester, modified by Marion Kelt Glasgow Caledonian University is licensed under a Creative Commons Attribution 4.0 International License.
Based on a work at http://www.gcu.ac.uk/library/SMILE/

# Independent learning

What do you think Independent leaning means? For new students it means that you will need to assume responsibility for your own learning. Here is a definition to help you:

“In higher education today the ability to become an independent learner is crucial. While tutors and other students can provide some support and encouragement, the independent learner has to provide the inner motivation and self-discipline. When you are at university or college, you will need to assume responsibility for your own learning because increasingly there is an emphasis in the educational sector on individuals.” (Payne and Whittacker 2006)

Here is a table that highlights some of the differences between the two learning styles.

Dependent learner | Independent learner
Learner wants: Structured learning experiences Tutor to take responsibility for the experience Tutor-centred approach Rewards and support | Learner anticipates: Experimentation Extensive self-paced independent study Freedom to explore and make mistakes Complex problems for which no one correct single solution Judgement free support
Learner wants lecturer to be: A subject expert An authority figure An instructor And to: Lecture/talk Assess/check Examine/test Design/direct and control the experience | Learner wants lecturer to be: A facilitator A guide And to: Negotiate Encourage Develop Motivate Consult
Learner is: Willing to learn Inexperienced – learns what is required Reliant on tutor for evaluation In need of frequent feedback Not intellectually curious | Learner is: Collaborator Confident in own abilities Flexible Adaptable Autonomous

Payne, E. & Whittaker, L. Developing essential study skills, 2nd edn, FT Prentice Hall.

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SMIRK by Imperial College, Loughborough University and the University of Worcester, modified by Marion Kelt Glasgow Caledonian University is licensed under a Creative Commons Attribution 4.0 International License.
Based on a work at http://www.gcu.ac.uk/library/SMILE/