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Notional Student Survey

Posted in Education with tags , , , on February 15, 2012 by telescoper

The first couple of weeks of this term have been hectic, primarily because of our new-style Consolidated Astronomy Grant Proposal to the Science and Technology Facilities Council which has just gone in with a deadline of tomorrow, but also because I’ve just started teaching Nuclear Physics for the first time, a subject I know absolutely nothing about about which I am a little rusty. I’m only just keeping up with the lectures and problem sheets, and am glad the students are being patient. So far, anyway.

I had only just got back on schedule with this morning’s lecture when I find that tomorrow I have to give up part of the next one by advertising the National Student Survey and encouraging my third-year class of 85 or to participate; the NSS taking place over the next few weeks.  Apparently the rate of return by Physics students is especially low and the University is keen that it should increase. For some reason I’ve been singled out as a suitable person to persuade our third years to provide their input and have been given a special powerpoint presentation to show to encourage all eligible  students – i.e. students in their final year – to complete the survey, so I thought I’d share it here in order to spread the message as widely as possible. I’m not sure what fate awaits me if our rate of return doesn’t improve…

It doesn’t take long to complete – it’s all online – so I hope anyone reading this will take the time to respond. That’s not just for Cardiff Physics students – although I know a few of them do read this blog – but also for students elsewhere in the United Kingdom. If you don’t tell us what you think we don’t know what we could be doing better, so please fill it in. You know it makes sense.

The NSS have also given me a boomerang. I think it’s meant to symbolize a high rate of return. Or something. I may attempt to throw it in tomorrow’s lecture, although I’m not sure that’s allowed on Health and Safety grounds. At least it will provide a bit of light entertainment before I launch into the deep joy that is the semi-empirical mass formula.

P.S. Coincidentally, there’s a nice a typically snarky piece about the NSS by Laurie Taylor in a recent Times Higher.

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Cambridge Entrance Examination – Mathematics for Natural Sciences (1981)

Posted in Biographical, Education with tags , , , on February 7, 2012 by telescoper

I thought I’d take 5 minutes this lunchtime to add another item to the collection of old examination papers I’ve been posting, as someone asked me about this type of examination via a comment recently. This is the Mathematics paper I took way back in November 1981 for entry the following October to do Natural Sciences. I also took papers in Physics and Chemistry, as well as a General paper. Looking at this after a gap of over 30 years it looks pretty tough. One thing I should point out, though, is that the timing of the paper required us to come back after A-levels for an extra term (“the seventh term”)  at my school, the Royal Grammar School in Newcastle,  to form the “Third Year Sixth” who were all Oxbridge candidates. We were then intensively coached for the entrance examination. You will notice, for example, a couple of questions on this paper relating to group theory, which wasn’t on the A-level syllabus but which we were taught specifically for this examination. Some schools couldn’t offer this specialist teaching so pupils from them were significantly disadvantaged by this form of selection. As it happens, I answered both the (relatively easy) questions on group theory and got in to Cambridge…

Comments on the content and/or difficulty are welcome through the box below!

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Leave the kids alone!

Posted in Education, Literature with tags , , , , on February 6, 2012 by telescoper

I’ve been annoyed ever since I woke up this morning because there was an item on the 7am news that irked me. A person called Claire Tomalin was quoted as saying, among other things, that

Children are not being educated to have prolonged attention spans and you have to be prepared to read steadily for a Dickens novel and I think that’s a pity.

She goes on to lay most of the blame for this shortcoming on television, as such people tend to do.

It’s a facile argument. For one thing most of Dickens’ novels were originally published in short installments, so reading them  that way seems quite a sensible approach to me, and one that should probably be encouraged not criticized.  There’s no getting away either from the fact that some of Dickens’ output is very heavy going indeed. Dare I say that not all Dickens is particularly good? Not liking Dickens is a matter of taste, not a mental defect caused by watching Big Brother.

And another thing: what fraction of children in Dickens’ time could read at all? Much lower than today, I suspect.

Claire Tomalin’s comment is  not just a lazy generalization, it’s also yet another easy shot at the  younger generations who have to put up with this sort of gibe from middle-aged grouches over and over again.

Examination results usually provoke similar outbursts, related to “dumbing down”. I actually do think that, at least in some subjects, examinations are much easier than they were “in my day”, but I don’t think that’s a reason to criticize the examinees. It’s more a fault with the examiners, who have decided that the young can’t cope with difficult challenges. That’s an insult in its own right. I maintain my view that education, especially higher education, is not about making things easy.  It’s about showing students that they can do things that are hard. Most importantly, though, dumbing down examinations is not the same as dumbing down people.

It’s not just young schoolkids that attract such ill-informed invective. I come across it quite regularly with respect to the (alleged) lack of skills possessed by the young adults (usually 18-22) we teach as undergraduates, some of it even from colleagues.

I was thinking the other day what a boon it is for a middle-aged fogey – and obvious potential grouch – like myself to have the pleasure of actually talking to so many younger people at work, and listening to what they have to say. That way I’ve come to my own conclusions about what they’re really like. You know, like you do with people. Most folk  of my age don’t have jobs that bring them into contact with younger folk, so they have  to rely on articles in the Daily Telegraph to tell them  what to think. That, sadly, even goes for those lecturers who have fixed ideas about the inferiority of “students nowadays”.

I think I’ve been very lucky, especially over the last few years, to have had the opportunity to work with a wide range of students as, e.g., project supervisor or tutor. Interactions like this provide a constant reminder not to generalize about the generations. There is of course a range of ability and commitment, but there was in my day too. The majority  still work hard,  learn quickly, and are friendly and courteous. There’s also no doubt in my mind that the best students nowadays are as good as they have ever been, if not better.

It’s the oldies who are the problem.

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Do you iTunesU?

Posted in Education with tags , , , , , , on January 23, 2012 by telescoper

I’ve spent all morning re-writing a grant proposal for the umpteenth time, so I thought I’d take a short break for a sandwich and take the opportunity to dash off a quick blogette on a topic of topical topicality.

An interesting Twitter discussion took place on Friday, instigated by Leighton Andrews who asked the apparently innocuous question why so few Welsh universities have put content on iTunes U? I suppose what sparked this off was that a new version of the relevant app had just been released last week. In fact I think there’s only one Welsh university that has any material on iTunesU at all (the University of Glamorgan).

My response to the question was basically that, at least here in the School of Physics & Astronomy at Cardiff University,  we don’t have the resources to put a significant quantity of the more interesting content (e.g. video lectures and podcasts) on this resource. For one thing, although iTunesU is available for both Mac and PC platforms from what I understand you need to buy Apple software in order to create content to upload, which means having to buy Apple products in order to do so. Some of my colleagues have Macs and/or iPads, but I don’t. I think Apple kit is overpriced and gimmicky, but some of my colleagues go even further and consider Apple corp to be an intrinsically evil outfit that we shouldn’t have anything to do with, on principle.

However, those opinions don’t really matter because it would only take a few people with (possibly) dirty Macintoshes in the whole university to set it all up and there are undoubtedly many, especially younger, people out there who would want to see content there.  See, for example, this blog post which shows that having appropriate stuff on iTunesU could have a significant impact on undergraduate admissions. Perhaps we should put our open-day talks etc there and use it as a kind of shop window for the School?

We do have quite a lot of online material already – deposited on a system formerly known as Blackboard but now called Learning Central. Most of us distribute written notes, problem sets and the like on there and I think the students find it quite useful. I don’t know for sure how easy it would be to transfer such material to iTunes, but it can’t be that difficult, can it?

The problem is with the more complicated content such as videos. I’ve experimented with video lectures in the past and quickly came to the conclusion that you have to spend an awful lot of time and money to do them properly, otherwise they are excruciating.  A single fixed camera recording a traditional 50-minute lecture is as dull as ditchwater to watch, and we don’t have the resources to do anything more sophisticated. I think 5 or 10 minute supplementary videos is the way to go with this.

There isn’t much specifically physics content on iTunesU from the UK, apart of course from the Open University which has posted a large amount of material.  Oxford University has also made some very nice things freely available, including lectures on Quantum Mechanics from James Binney.

But then the basic question is who benefits from doing this? Our own (fee-paying) students already get material online for free from Learning Central. Should we make this available for free on a worldwide basis? Contributing to the general education of the world’s population is surely a good thing for a University to be doing, but is it consistent with the New World Order in which universities are merely businesses and students merely customers?

Anyway, I’d be interested to hear any comments on the usefulness (or otherwise) of iTunesU from teaching staff, students and interested parties here or elsewhere. The comments box awaits…

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Examination Period

Posted in Biographical, Education with tags , , on January 16, 2012 by telescoper

Today is the start of our mid-year examination period which goes on for a fortnight at Cardiff University.It’s therefore a good opportunity to send a hearty “good luck” message to all students about to take examinations, especially those who are further on in their courses for whom these papers have greater importance.

I’m a bit too busy for anything particularly profound today, so I thought I’d just rehash an excerpt from something I posted a while ago on the subject of examinations.

My feelings about examinations agree pretty much with William Wordsworth, who studied at the same University as me, as expressed in this quotation from The Prelude:

Of College labours, of the Lecturer’s room
All studded round, as thick as chairs could stand,
With loyal students, faithful to their books,
Half-and-half idlers, hardy recusants,
And honest dunces–of important days,
Examinations, when the man was weighed
As in a balance! of excessive hopes,
Tremblings withal and commendable fears,
Small jealousies, and triumphs good or bad–
Let others that know more speak as they know.
Such glory was but little sought by me,
And little won.

It seems to me a great a pity that our system of education – both at School and University – places such a great emphasis on examination and assessment to the detriment of real learning. The biggest bane of physics education is the way modular degrees have been implemented.

Don’t get me wrong. I’m not opposed to modularisation in principle. I just think the way we teach modules in British universities fails to develop any understanding of the interconnection between different aspects of the subject. That’s an educational disaster because what is most exciting and compelling about physics is its essential unity. Splitting it into little boxes, taught on their own with no relationship to the other boxes, provides us with no scope to nurture the kind of lateral thinking that is key to the way physicists attempt to solve problems. The small size of each module makes the syllabus very “bitty” and fragmented. No sooner have you started to explore something at a proper level than the module is over. More advanced modules, following perhaps the following year, have to recap a large fraction of the earlier modules so there isn’t time to go as deep as one would like even over the whole curriculum.

Our students take 120 “credits” in a year, split into two semesters. These are usually split into 10-credit modules with an examination at the end of each semester. Laboratories, projects, and other continuously-assessed work do not involve a written examination, but the system means that a typical  student will have 5 written examination papers in January and another 5 in May. Each paper is usually of two hours’ duration.

This means that the ratio of assessment to education has risen sharply over the last decades with the undeniable result that academic standards have fallen in physics. The system encourages students to think of modules as little bit-sized bits of education to be consumed and then forgotten. Instead of learning to rely on their brains to solve problems, students tend to approach learning by memorising chunks of their notes and regurgitating them in the exam. I find it very sad when students ask me what derivations they should memorize to prepare for examinations. A brain is so much more than a memory device. What we should be doing is giving students the confidence to think for themselves and use their intellect to its full potential rather than encouraging rote learning.

You can contrast this diet of examinations with the regime when I was an undergraduate. My entire degree result was based on six three-hour written examinations taken at the end of my final year, rather than something like 30 examinations taken over 3 years. Moreover, my finals were all in a three-day period. Morning and afternoon exams for three consecutive days is an ordeal I wouldn’t wish on anyone so I’m not saying the old days were better, but I do think we’ve gone far too far to the opposite extreme. The one good thing about the system I went through was that there was no possibility of passing examinations on memory alone. Since they were so close together there was no way of mugging up anything in between them. I only got through  by figuring things out in the exam room.

I don’t want to denigrate the achievements of students who are successful under the current system.  What I’m saying is that I don’t think the education we provide does justice to their talents. That’s our fault, not theirs…

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Impostor Syndrome

Posted in Biographical, Education with tags , , on January 6, 2012 by telescoper

I came across the phrase Impostor Syndrome the other day. As a phrase it was quite new to me, but the state of mind it describes is far from unfamiliar. Digging around to find out a bit more I chanced upon an article written by renowned MIT astrophysicist Ed Bertschinger who explains it thus:

Impostor Syndrome is the feeling of not deserving to be in the position you are, and of being afraid that advisors, instructors, or peers will come to realize that you are not as capable as you may seem. The effect can be harmful when it selectively reinforces negative messages and causes people to try less hard because they are convinced they are incompetent when they are not.

That someone as intelligent and capable as Ed Bertschinger could confess to having such feelings will surely help others counter the negative effects these self-doubts might have on their careers. In the piece he reveals figures that show that Impostor Syndrome is pretty commonplace in academia, though more prevalent among females than males. Sarah Kendrew has blogged about this from the perspective of a younger researcher.

Impostor Syndrome has certainly accompanied me all the way through my academic career. It started as early as the 11+ examination to get into the Royal Grammar School. I was quite a backward child when I was very young – I didn’t learn to speak until I was three – and assumed that taking the examination would be a waste of time and I would go to the local comprehensive along the rest of the kids. In fact, I passed, and got a scholarship without which I couldn’t have gone, but was convinced that I only got in because of some form of adminstrative error. During my first term at RGS I was overwhelmed by feelings of inferiority and struggled at almost every subject. I kept at it though and surprised both myself and my teachers by doing rather well in the examinations.

It was all very similar when I went to Cambridge. Nobody from my family had ever gone to university before, never mind Cambridge, and I assumed I’d fluked the entrance examination there as well. I took it for granted that everyone else was cleverer and better prepared than me, but I gradually realised that wasn’t true. Some were, of course, but I found that if I worked hard I could do OK. I admit I was a bit erratic as student, but I always thought it was better to be good at some things than average at everything. In parenthesis I’d say that I think the Cambridge style of examinations was kinder to people like me than the way things are done in most places now, in that it didn’t involve a straight average over papers.

The same pattern emerged when I began graduate studies at Sussex. I felt woefully unprepared to work in cosmology, especially since many of my supervisor’s other DPhil students had completed the fiendish Part III Maths at Cambridge before starting their postgraduate degree. I was fortunate in being given a problem that suited me – and I should say received excellent guidance and advice from my supervisor, John Barrow. Despite going through some frustrating periods when I thought I wasn’t going to get anywhere with my research, I completed in less than three years.

Thereafter I got postdoc position, an SERC Advanced Fellowship, a permanent position at Queen Mary, and then a Chair (at Nottingham) by the time I was 35. Looking back on all these successes the only thing I can attribute them to is outrageously good fortune. There are many cleverer people with far stronger technical skills than me who either took much longer to get a permanent job or who haven’t yet managed to do so. At times I marvel at my own good luck, at others I feel guilty about others who are clearly better than me but haven’t been so fortunate. I guess they probably resent people like me, but it’s best not to think of that.

If you compare yourself with others,
you may become vain or bitter,
for always there will be greater and lesser persons than yourself.

The bad thing about having feeling that you’re an impostor all the time is the constant fear that you’ll be found out and be subjected to all sorts of humiliation and, worse, that you’ll find someone relies on you for something that you’re unable to deliver. The latter is especially stress-inducing if you work a lot in collaborations.

However, there is a good side too.  I think a bit of self-doubt actually makes one a better person, in that knowing your own weaknesses helps appreciate better the qualities that others possess and instils a desire to help nurture the talents of  people around you, especially the younger ones.

When students ask me for advice about scientific careers I usually say the usual things: work hard, choose your problems wisely, make connections, believe in yourself. If I were being completely honest, however, I’d say that I really believe that the most important thing is to be lucky.

Ps. The wikipedia page on Impostor Syndrome also includes a reference to its converse, Dunning-Kruger Effect in which “incompetent people find it impossible to believe in their own incompetence”. I wonder if this might be even more prevalent in academia?

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UCAS Update: Worrying for Wales?

Posted in Education, Finance with tags , , , , , on January 5, 2012 by telescoper

Just time for a quick post today, to comment on the latest batch of application figures released by the Universities and Colleges Admissions Service (UCAS). A late rush of applications has changed the situation since I last posted about the topic of university admissions, and there is a mixture of good and bad news.

Overall, applications to UK universities are down 6.4% on last year. That’s not surprising, given the introduction of much higher fees this year and the fact that applications were up last year on the previous year. In fact, it’s a much smaller decrease than many predicted.

It also appears that the Physical Sciences are bucking the national trend. Applications in these subjects are actually up 0.5% on last year. It’s a very slight increase, of course, but better than a drop.

However, there does seem to be some bad news for those of us in  Welsh Higher Education. As I’ve blogged about before, the Welsh Assembly Government has decided to subsidise Welsh domiciled students wherever in the UK they decide to go to University. Funding the  required bursaries means that  money has to be clawed back from Welsh Higher Education Institutions.

Leighton Andrews, the Minister responsible for administering this policy,  has argued that the resulting shortfall will be more than offset by funds brought into Wales by English students electing to study here and bringing their own money with them. That argument can only be sustained if the number of English students wanting to study in Wales is greater than the number of Welsh students wanting to study in England, which has been the case in previous years. Currently about 25,000 English students study in Wales whereas about 16,000 Welsh students study in England.

The latest application figures, however, reveal a potentially worrying trend. Applications from English students to Wales are down a massive 11.1%, while applications from Welsh students to English universities are up 2.9%. These are application figures, of course, and it’s by no means clear how they will translate into actual numbers of students next year. However, any drop in income from English students and/or increase in expenditure on Welsh students will squeeze the Welsh Higher Education budget.

In fact Welsh universities expecting a massive shortfall next year anyway, because HEFCW will be forced to slash the core support for existing students at Welsh universities in order to pay for those going to England.The School of Physics & Astronomy at Cardiff University, for example, is currently running a comfortable surplus. Next year, however, we are planning on the basis that we be losing all of our core teaching support for students in Years 2, 3 and 4, money which has been allocated to support existing students in Wales but which instead will be clawed back and given to new students wanting to study at English HEIs. Only the first year students will be bringing in the new £9K fee, so this policy will plunge us into deficit and we’ll have to rely on the goodwill of the University administration to tide us over with a subsidy until we have a full complement of fee-paying students. It will only after be several years of the new fee-paying regime , if at all, that the deficit situation is reversed. Meanwhile it might just provide University administrators with an excuse for closing expensive departments….

Happy New Year.

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Lecture less, teach more…

Posted in Education with tags , , , , , on January 2, 2012 by telescoper

I was just about to go to the shops just now, but the weather is so extreme – dark apocalyptic skies and violent hailstorms – that I thought I’d have a quick go on the blog in the hope that  things quieten down a little. I was going to write something a bit earlier, as I was up at 7am, but all that came into my head were dark imaginings about the future and I didn’t want to depress myself and everyone else going on about that. The e-astronomer has already done something along those lines anyway.

Fortunately I saw something on Twitter that is a more appropriate theme for a blog post, namely a very interesting article about the role of lectures in university physics education. This is a topic I feel very strongly about, and I agree with most of what the article says, which is basically that the traditional lecture format is a very ineffective way of teaching physics. I wouldn’t go as far as to say that lectures are inherently useless, but I think they should be used in a very different way from the way they are used now.

When I was an undergraduate, in the dim and distant past, I attended lectures assiduously because that was expected of students. To put it bluntly, though, I don’t think I ever learned anything much from doing so. My real learning was done back in my room, with books and problem sheets as well as my lecture notes, trying to figure out how the physics all went together with other things I had learned, and how to apply it in interesting situations. Sometimes the lecture notes were useful, sometimes not, but I never felt that I had learned anything until I was confident that I knew how to apply the new concepts in solving problems.

But I did find some lectures very enjoyable and worthwhile, because some lecturers were good at making students feel interested in the subject.  The enthusiasm and depth of understanding conveyed by someone who has devoted their life to the study of a subject can be  infectious, and a very enjoyable form of entertainment in its own right. That’s why public lectures remain popular; their intrinsic educational value is limited, but they serve to stimulate the audience to find out more. That’s if they’re good, of course. They can have the opposite effect also.

At Cardiff – like other universities – we hand out questionnaires to students to get feedback on lecturers. Usually the thing that stands out as making one lecturer more popular than others is their enthusiasm. Quite rightly so. If someone who has made a career out of the subject can’t be enthusiastic, why on Earth should the students?

For other comments on what makes a good lecture, see here.

What makes a lecture useless is when it is used simply to transfer material from the lecturer to the student, without passing through the mind of either participant. Slavishly copying detailed notes seems to me a remarkably pointless activity, although taking notes of the key points in a lecture devoted primarily to concepts and demonstrations is far from that. Far better to learn to use resources such as textbooks and internet sites effectively than to endure an hour’s dictation. We don’t want our students to learn physics by rote; we want them to learn to think like physicists!

While I’m on about lectures, I’ll also add that I think the increasing use of Powerpoint in lectures has its downside too. I started using it when I moved to Cardiff, but never felt comfortable with it as a medium for teaching physics. This year I’m going to scrap it. I would revert to “chalk-and-talk” if we had any blackboards, so I’ll have to make do with those hideous whiteboard things. Not all progress is good progress.

Anyway, what we’ve recently done with our new courses in the School of Physics & Astronomy at Cardiff University is to start to move away from an over-reliance on lectures. One way we’ve done this is to merge some of our smaller modules. Whereas a 10-credit module used to have two lectures a week, the new 20 credit modules now have the same number of lectures, complemented by two hours of problems classes in which the students work through exercise with staff members lending assistance. Initial reaction from the students is positive, though there have been some teething troubles. We’ll just  have to wait for the examination results to see how well it has worked.

I dare say other departments around the country are making similar changes in teaching methods in response to the availability of new technologies and changes to the school curriculum. But of course its a path that other trod before. It’s good to have the chance to end by congratulating Derek Raine of the University of Leicester for his MBE in the New Years Honours List for his contributions to science education. He was arguing for a different approach to physics teaching when many of us were still in short pants. It’s just a pity we’ve taken such a long time to realise he was right.

Now the sky’s blue so I can go and do my shopping. Toodle-pip!

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School for Scandal

Posted in Education with tags , , , , on December 10, 2011 by telescoper

One of the biggest news stories this week derived from an investigation by the Daily Telegraph into the behaviour of officials connected with the Welsh examination board WJEC who, it appears, have been passing on tips about the content of their examination papers to teachers who have paid to attend their seminars. Of course this reflects very badly on Wales – especially coming so soon after the University of Wales scandals – but it is symptomatic of a much wider malaise;  this  episode  undermines not just the examination process  but  the entire education system in the United Kingdom. The sad thing is that that there’s not really anything new in this story.  It’s been obvious for some time that the whole framework  has become corrupted by the profit motive. There have been previous warnings about how the examination boards compete for customers (and cash) by dumbing down examination papers, but nothing seems to have been done.

The problem is particularly acute for A-level examinations, which universities use to select applicants for admission onto courses. In my own subject, Physics, the A-level course being taught in schools are clearly not fit for this purpose – the syllabuses have been filleted of any challenging material and there’s no correlation that I can discern between high grades at A-level and good performance at undergraduate level. In fact,some of our very best students at Cardiff – who are as good as any I’ve come across anywhere –  came in with very modest A-level grades but have performed brilliantly on the course. Relying only on A-levels might have led to us closing the door on these folks. Actually, I don’t know why we bother making offers based on A-level results at all!

Anyway, it’s clearly time to sort out the examinations system properly. The Exam Boards won’t fix the problem themselves because they are doing very nicely out of the status quo, so what should be done?

I like the suggestion is that the Examination Boards should be scrapped and the business of setting examinations should be carried out by one organization: no competition means no temptation to cheat. I’d also add that, at least for A-levels, the people who set and mark the examinations should be based in universities. I’d envisage a series of national subject panels with representatives from a number of institutions. A single Exam Board with members based in the university sector would also help simplify the process of university admissions, perhaps even streamlining it enough to allow  for post-examination applications without having to have earlier examinations. Above all it would ensure that A-level courses are relevant to university entrance requirements, which they are not at the moment.

Another possibility – which also like but which is probably politically a non-starter – is to scrap our tarnished A-levels altogether and adopt the International Baccalaureate as the UK’s educational gold-standard. The reason this wouldn’t be acceptable to our Lords and Masters in Whitehall is that it would immediately dispel the comforting myth that  standards in British schools are  rising;  I’d bet my bottom dollar that, relative to the rest of the world, they are not and adopting the IB would demonstrate that as it would allow comparisons to be made which can’t be made with A-levels.

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Fee Summary – England versus Wales

Posted in Education with tags , , , on December 1, 2011 by telescoper

We’ve just had our first UCAS visit day of the year, for which those involved were given a handout showing the different fee arrangements for Welsh and English students applying to study at Cardiff University.

On the off-chance that some potential students might come across this blog and also for wider information – since there still seems to be quite a lot of confusion about the financial aspects of study in Wales – I thought I’d share the following useful summary here.

–0–

Cardiff University will charge a tuition fee of £9,000 per annum to new undergraduate students beginning their studies from September 2012 onwards.

I currently live in Wales

Cardiff University will charge an annual fee of £9,000 per annum.  However, if you live in Wales and studying towards your first degree you will not have to pay your tuition fee upfront. You will be eligible for:

• a non-repayable tuition fee grant of £5,535 from the Welsh Government, subject to terms and conditions.
• a repayable tuition fee loan of £3,465 which you only start to pay back when you have finished your studies and are earning more than £21,000pa.
• support towards your living costs – a loan is available to help with your living costs such as food, accommodation, books and travel. Like the tuition fee loan, you only start to pay this back when you have finished your studies and are earning more than £21,000 a year.

You may also be eligible for an Assembly Learning Grant to provide additional help with your living costs such as food, accommodation, books and travel. This grant does not have to be paid back and the amount you receive depends on your household income:

• If your household income is £18,370 a year or less you will be entitled to a full grant of £5,000 a year.
• If your household income is between £18,370 and £50,020 a year you would be entitled to a grant of between £5,000 and £50 a year.

I currently live in England (or elsewhere in the UK)

Cardiff University will charge an annual fee of £9,000 per annum.  However, if you live in England and studying towards your first degree you will not have to pay your tuition fee upfront. You will be eligible for:

• a repayable tuition fee loan of £9,000 which you only start to pay back when you have finished your studies and are earning more than £21,000pa.
• support towards your living costs – a loan is available to help with your living costs such as food, accommodation, books and travel. Like the tuition fee loan, you only start to pay this back when you have finished your studies and are earning more than £21,000 a year.

If you are from England, you may also be eligible for a Maintenance Grant to provide additional help with your living costs such as food, accommodation, books and travel. This grant does not have to be paid back and the amount you receive depends on your household income:

• If your household income is £25,000 a year or less you will be entitled to a full grant of £3,250 a year.
• If your household income is between £25,001 and £42,600 a year you will be entitled to a partial grant.

Please note that the student support arrangements in England are subject to final ratification by Parliament.

I currently live outside the UK but inside the EU

Cardiff University will charge an annual fee of £9,000 per annum.  However, if you are from a country within the EU and studying towards your first degree at Cardiff University, you will not have to pay your tuition fee upfront. You will be eligible for:

• a non-repayable tuition fee grant of £5,535 from the Welsh Government, subject to terms and conditions.
• a repayable tuition fee loan of £3,465 which you only start to pay back when you have finished your studies and are earning more than £21,000pa.

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