When I first arrived at Cardiff University, there were, for obvious reasons, some orientation events for exchange or Erasmus program students. One of these was a discussion on what we were to expect when attending lectures and seminars. The grading system here is fundamentally different than in most North American universities and I’m still slightly unsure of its nuances.
In basic terms, it does work on a per cent system out of 100. However, where you may fall on that margin is drastically different. Basically, if you’re a student who consistently gets 80–90s in Canada, you’re in for a rude awakening. In Europe, if you get a 60 on something, that’s supposedly above average. From my understanding, only one or two students per course get above 80 per cent.
So, as the orientation leaders consoled us, be really happy if you get a 60 on something because that shows you’re putting in time and effort.
The other standard practice that threw me for a loop is that students don’t talk in lectures.
Like almost ever.
Back home — as my media studies friends can attest to — I’m a bit of a chatter box. I learn by actively engaging with the content and to do that, I like to create a discussion.
Picture if you will a stereotypical classroom or lecture hall, something straight out of a 20th century British novel — a slightly circular, tiered room with chairs all facing the focal point that is the podium. I’m not saying all my lectures are like that, but it isn’t too far off the truth. My friends in the sciences like to tease me about doing what they call a “fun” degree. That is to say the content I cover is mostly to do with either pop-culture, current events or internet memes.
Mom, if you’re reading this, that’s only partially true. I am getting an education. I promise.
In all seriousness — because the content is a bit less dry than molecular biology — the profs by and large are very friendly and approachable. Most of them here have upwards of 10 years experience in their various fields, so they have a lot of practical, career-driven knowledge which newer, less established schools haven’t acquired yet.
But in most ways, Cardiff is like any other university. You have the amazing profs and TAs, and then you have the not so good ones. I just didn’t have the time or foresight to look the ones here up on Rate My Professor before registering for classes.
As far as assignments and workload goes, it’s pretty easy going for the most part. Until it isn’t. What I mean by that is unlike back home, you usually only have an assignment or two for each class then a final. This is different for me just because at UBC, I’m used to an assignment a week, midterms and long papers.
Here, the pattern tends to be not stressing until a deadline approaches, then stressing all at once and then calming down once it’s handed in. I’m currently in one of the “stressing all at once” periods, so I’ll leave it here and get back to my 4,000-word paper I have due in a few days.
Graeme Wheeler is a third-year arts student studying abroad at the University of Cardiff.
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