It's just after half past four in the afternoon as I write this, and all around the campus small groups of students are heading for the Students' Union. Most appear to be first years, although given the direction some are coming from (in other words, not from the student residences) I suspect there are some other years there as well. But most final year students seem already to have gone. (However I did speak to one in Coffee Revolution this morning who was working his last part-time shift before leaving Sheffield for good.)
It's the end of 'term' (as many, many people still call it). Stalls have been set up inside and outside the Union. The bars and cafés are probably full (although I didn't investigate). Various bits of apparatus have been set up outside on the concourse - trampolines, weight testers, a bouncy castle etc.
I actually find this a slightly sad and reflective day. Another academic year, at least for undergraduate students, is over. On Monday the University will feel much quieter and, apart from the flush of activity of graduation week in late July, along with some open days for prospective candidates (for 2016 admission!), that is how it will now stay until mid September. Working in education is to work to a particular annual rhythm in which the years pass by ineluctably.
Academics will now carry on with the marking; hold exam boards; catch up with research; continue to supervise the theses of Masters students; carry on guiding research students; deal with the mid-August admissions flurry; prepare teaching for next session. But our next door neighbours at home will say to us "Have all the students gone now?, "I suppose you've finished until September?" and "How I envy you your long holidays".
Academics (and non-acacdemic members of universities who are equally busy) have many things to fill their time over the next few months. But what I don't know is how many of the undergraduate students out there partying on the concourse have worthwhile things to do over the summer. How many have got internships? How many are taking part in summer schools? How many will be travelling in waysand to places that give them fresh experiences they can draw on in the future? How many will be undertaking volunteer work and extending their skills in that way? I know that some (for example from my own department) will spend part of the summer collecting data or evidence for their dissertations. But in what ways will the cvs of others develop further as a result of what they will do between now and September? Because we know that it is the things that students do outside their academic work that are these days as important as what they do in their degree for securing future employment. It might seem a bit intrusive, but when I was a personal tutor I generally asked the question at the start of the new session "What did you do over the summer?" It would be interesting to have a systematised set of anwers for students from across the university. We might then be led into new strategies for 'whole person' student development.
It's the end of 'term' (as many, many people still call it). Stalls have been set up inside and outside the Union. The bars and cafés are probably full (although I didn't investigate). Various bits of apparatus have been set up outside on the concourse - trampolines, weight testers, a bouncy castle etc.
I actually find this a slightly sad and reflective day. Another academic year, at least for undergraduate students, is over. On Monday the University will feel much quieter and, apart from the flush of activity of graduation week in late July, along with some open days for prospective candidates (for 2016 admission!), that is how it will now stay until mid September. Working in education is to work to a particular annual rhythm in which the years pass by ineluctably.
Academics will now carry on with the marking; hold exam boards; catch up with research; continue to supervise the theses of Masters students; carry on guiding research students; deal with the mid-August admissions flurry; prepare teaching for next session. But our next door neighbours at home will say to us "Have all the students gone now?, "I suppose you've finished until September?" and "How I envy you your long holidays".
Academics (and non-acacdemic members of universities who are equally busy) have many things to fill their time over the next few months. But what I don't know is how many of the undergraduate students out there partying on the concourse have worthwhile things to do over the summer. How many have got internships? How many are taking part in summer schools? How many will be travelling in waysand to places that give them fresh experiences they can draw on in the future? How many will be undertaking volunteer work and extending their skills in that way? I know that some (for example from my own department) will spend part of the summer collecting data or evidence for their dissertations. But in what ways will the cvs of others develop further as a result of what they will do between now and September? Because we know that it is the things that students do outside their academic work that are these days as important as what they do in their degree for securing future employment. It might seem a bit intrusive, but when I was a personal tutor I generally asked the question at the start of the new session "What did you do over the summer?" It would be interesting to have a systematised set of anwers for students from across the university. We might then be led into new strategies for 'whole person' student development.
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