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Physical space
Activities
Representation
Link to PGR Colleges

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Continuity
Connect in advance

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Wider student community
Other responsibilities
Signpost to other support and networks

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Different communities of practise e.g. PGR, teaching etc.

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Make PGR students aware of the challenges of teaching

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Make PGR students aware of the challenges of teaching

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They will be working with PGT cohorts as tutors and demonstrators

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Ask them what they want in terms of 'value add'; don't assume.

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Ask them what they want in terms of 'value add'; don't assume.

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Many research labs aren't integrated into university life (other than being situated on a campus), so it's not surprising that when MSc/MRes students are placed in them they feel disconnected to the university community. More connection between research and teaching might help with this.

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Would it be useful to have a week in the middle of Semester 1 / Autumn Term that allowed reflection and sessions of interest to PGT cohorts?

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PGT is the forgotten child of our institutions

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PGT is the forgotten child of our institutions

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Institutions are UG focussed
PGR>PGT

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Organisations don't understand the challenges of PGTs (and the diversity of them - they are NOT all the same). It can't just be shown on a spreadsheet

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Organisations don't understand the challenges of PGTs (and the diversity of them - they are NOT all the same). It can't just be shown on a spreadsheet

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In examples of part-time 2 year versions of 1 year taught programmes, the senior cohort can offer a tiny bit of advice / support sessions and that is really well received. Not always possible in other PGT courses though!

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As soon as they arrive they are being asked to think about their next step - getting funding for a PhD etc.  Does the system allow them space to just be PGT?

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Allows them to connect outside of their programme with other PGT students, therefore the rest of the university community.
Could also work beyond own university if connecting with other PGT in the same field (we take our students to a british society organised conference, as do other PGT in the field do).

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PGT students need the 'extra's for cohesion and cohort building (like field trips)

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PGT students need the 'extra's for cohesion and cohort building (like field trips)

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Universities increasingly don't allow students to find out who is on their programme, no sharing of contact details because of privacy concerns, so harder for students to start forming informal communities.

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PGT communities are often quite disparate e.g. some full-time, some part-time etc.  How do we create a community across this?  To what extent do students link to their wider community compared to their course community?

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For those who are straight out of UG and those coming back to studies after working time.

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= embedding locally, getting students from international backgrounds used to campus or life in the UK. E.g. weather, mitigating SAD impact? The students who get pre-sessional English end up doing better than those who do not - because they have weeks more practical experience (of campus, of their accommodation, etc.)

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The gaps that exist in our organisations (universities) are filled by amazing, caring individuals 

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The gaps that exist in our organisations (universities) are filled by amazing, caring individuals 

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PGT teaching staff frequently change or only teach briefly. A stable presence of people who are connected with the wider PGT learning and teaching community and who understand how to maintain this and it's importance, may be helpful for continuity of integration.

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What resources and support can be provided?  Students who take pre-sessional English courses may start their studies in a more settled state that ones who don't.

Could there be pre-arrival support on more practical issues as well as academic?

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Students like to hear from other students

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Students like to hear from other students

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Can we facilitate events where this can happen?