Teachers guide - student Introduction

On this page you can find information about:

• What you need to know about being a student
• Before you start creating your course and communication plan

About the Teachers guide

Student Introduction Guide for Teachers is designed to facilitate the work of introducing new students to higher education, based on what students have said they need and expect from the introduction, supplemented by teachers' experiences of what is needed and what research shows. It includes ready-made information and support material and links to practical examples, and you can use whatever suits you. 

Students who are helped to break the academic code and thus understand the academic rules of the game become more self-sufficient. The interaction between student and teacher then becomes an exchange where the content of the discipline and the program comes into focus. As a teacher, you can facilitate new students by communicating what is specific to learning in higher education so that students gain insight into what is required and expected of them.

Remember not to give the students all the information at the same time, and that the information may need to be repeated - starting their studies can be very throwing and mean a lot of new information for the student. Think about when in the course the student needs the information, for example, the students need to know how to register for an exam, but may not need to register for the exam in the first courses of the semester and thus have forgotten how to find the information and what they need to do until it should be used.

Click here to access the welcome information for new students on the student web!

What we need to know about being a student

Inform what it means to be a student at a Swedish University

• Describe the Swedish academic system and how university studies work
• Introduce what we expect from students in higher education, for example in terms of their own responsibility, science, critical approach, analytical ability, and independent problem solving
• Introduce characteristic features of academic text, reading and academic writing and clarify why and how to refer and cite
• Clarify for students what it means with compulsory elements, which elements are compulsory and what a supplement is and what it means

You may want to tell the students about the support material produced by the University West Library:

• Guides
• Templates and instructions
• Referencing

The library also has a Youtube channel with films on everything from how to borrow a book to guides in scientific writing.

The Language Resoruce Centre also offers several guides.

Students' rights and obligations

Student influence is an important part of the education and its quality, eg opportunities to evaluate courses and participate in program boards. When student representatives are appointed, please inform the student about the assignment and refer the student to the student union, the Student Union at the University West - SHV.

Other key documents and important information to share with the students can be found here:

• Students' rights and obligations
• Equal conditions and equality

It is important to inform the students about their rights and obligations, how the University handles harassment and where students should turn to if one draws attention to harassment.

Crediting

Students at University West can apply to have previous education or vocational activities credited. If the student is uncertain about how it works and what courses the student can count on, contact the study and career guidance. More information and the process of credit assessment can be found in Swedish.

Before you start creating your course and communication plan

It makes it easier if the students are informed about how communication with teachers and administrative staff takes place

• Inform who the students should turn to with which questions, how they best communicate with these people and when it is easiest to reach them. Read about the student's rights and obligations.
• Also inform about the student's rights regarding complaints, only available in Swedish.
• Review what Canvas is and how the learning platform is used on the current course / program.
• Review other systems that may be used in addition to Canvas, such as features in Zoom.
• Inform in which system the student finds what, when the student should move in which system and what is expected of the student in for example Canvas or Zoom.
• Keep in mind that the systems may look different for you as a teacher and for the student, inform you about what it looks like for the student.

Give the students a comprehensive view of the program or course structure

• Clarify the purpose and objective of the program with the help of the educational plan.
• Clarify the purpose and objective of the course with the help of the syllabusBe clear to the students which elements are compulsory in each course and how they see it themselves
• Be clear to the students which literature is mandatory for each course and how they see it themselves
• Inform about the university's rules and deadlines - e.g. what applies in the case of a supplement or re-exam, how many times the student can write a re-exam
• Introduce the course literature and gladly convey reading instructions in the course PM so that the students can orient themselves in their reading
• Tell them that the course literature can be borrowed from the library or bought at Gregart's, for example.
• Remember, from the outset, clearly state any eligibility requirements for promotion within programs
• Introduce the various forms of work and examination used in the program / course, eg group work, seminars, lectures, homework
• It is important to point out that for full-time studies it means 40 hours a week for the normal student
• Important to inform that the student must register at each new course start within the program. The student registers themselves in Ladok and registration opens four weeks before the start of the course and closes at the start of the course.