1, Adding Chinese explanations/ tutorial sessions/ notes in PPT/ (translated) glossary for a module:

School understands the challenges and the difficulty of studying in English and we are proud of our students who have been constantly trying to work beyond their limitations. However, the cultivation plan and the teaching goal are to help our students to be able to study, work and live in an English-speaking environment in order to boost their development in education and career in a transnational context. Therefore, a part of some modules come with a glossary that is in English, the request on adding and having Chinese-based content to work with is not appropriate.

2, Questions regarding how to increase in-class interactions:

We understand that due to the global pandemic, to some extent, physical interactions such as eye contact, body language, etc. have been compromised. Therefore, opportunities for interactions at this point need to be mutually sought by students and teachers in order to build healthy student-teacher relationships. Although types of interactions vary from teaching methods and styles, some classes pin the significance of communications between peers and some are lecturing types class, actively seek for suitable ways and methods to interact with teachers is beneficial for both practicing the English language usage and consolidating professional knowledge. Most importantly, students are encouraged to initiate conversations and any forms of communication, teachers and other staff are glad to see that our students are actively reaching out to us!

3, Teachers failed to respond to Emails sent by a student or failed to respond in a timely manner:

It is commonly understood and widely accepted that teachers are not obligated to guarantee their response to an individual’s email. It is due to the numerous amount of emails they receive on a daily basis and their main responsibility is to teach. However, teachers usually try their best to reply to individual inquiries through various means of technologies and platforms. Please allow 3-5 working days for teachers to reply. Nonetheless, some frequently answered and discussed questions during the class may not be repetitively brought up. Hence, students need to look for opportunities to raise their issues for example directly asking their questions during the class and paying attention when the teacher speaks.

4, Students would like to have more contact hours of a module due to the difficulty:

Some students may find it is particularly challenging studying certain modules, which does happen from time to time. It is normal to spend spare time on self-study both before and after the class. It is a typical British higher education teaching style and students are encouraged to conduct proactive self-study instead of relying on teachers passively. Creativity and independence are highly valued in this process and students should acquire these solid skills upon graduation. Besides, teaching staff sometimes offer office hours during the semester which is aimed to provide students with time to solve their questions, teacher of the module Surfaces and Interface is a great example of such an offering. If you would like to have more teachers to offer this kind of time-slots, you may raise it to us directly or reach out to one of your course representatives. Moreover, make wise use of materials and resources that already exist. For instance, the QMplus forum is an open space for all students to drop questions and leave comments for teachers to respond which is a convenient and time-saving way for receiving replies and learning in a timely manner.

5, Students find it is a burden to use online platform such as QMplus and check their inbox regularly:

In the contemporary era, information technology walks along with the development and progression of education in all forms and aspects. It is students’ responsibility to cope with technologies and make good use out of it. Using QMplus and email are significant for all students across campuses regardless in China or in UK and whether there is a global pandemic. It is a routinely work that all students need to do from time to time.

6, Students find it is not easy to understand teachers/ class assistants speaking with certain accents:

We understand that studying, working and living in English speaking environment is not easy. Using English on its own is already energy-consuming especially at the beginning and when accent issues come in the way, it indeed brings the challenge to another level. First of all, English is the most popular second language in the world and people from all cultural backgrounds nowadays are able to communicate by using it. In this case, when we think about the broadness and inclusiveness of the English language, various accents and usages do exist. We live in a time when is unprecedentedly open and globalised and just because of its diversity, provoking ideas and thinking are so stimulated. In higher education systems all over the world, scholars may go beyond geographical boundaries and therefore research, teach and work in various countries and our school sits right in the center of this kind of communications. Diversities should not be the barrier for our students to achieve their dreams and the world beyond our school is a broader platform where students are expected to experience more kinds of discrepancies.

Please don’t hesitate to make inquiries, for detailed explanations and further responses please contact via luyan.wang@qmul.ac.uk .