Study Abroad Year Report: Conclusion

As April rolls around, my year abroad and therefore my SAY blog enter their final stages. The entire process has been an overwhelmingly positive adventure with new lessons learned, friends made and perspectives developed on a daily basis. I would therefore like to briefly reflect on my experiences of living and studying abroad and the process of documenting my year through the SAY blog.

Reflections on living abroad

Having grown up in London it was to many people’s surprise that I chose to study at UCL. My response to suggestions that I leave the city to experience somewhere different was that London is an enormous and beautifully varied city. Moving from N6 to WC1 would therefore be an exciting change which indeed it was. However it was not until I moved to Los Angeles that I realised how thrilling living in a new city and country could be.

Los Angeles, my home for the year

Before coming to the US my father graced me with one piece of advice: ‘don’t be deceived; the only thing Americans have in common with the British is our language and even that we don’t really share’. While this is partially true, it has been the differences between our two cultures which have made living abroad such a rich learning experience. These differences have also encouraged me to adopt new lifestyles and philosophies. For example the slower pace of life here in Southern California encourages you to enjoy the moment rather than worry too much about the future.

There are of course many things I do not like about living in Los Angeles. As mentioned in several posts, poor public transport infrastructure and horrific congestion make moving around the city a constant challenge. I have also found the insular views of many Angelenos to be quite frustrating. These are often facilitated by a belief that the US is the single most important country in the world with everywhere else being its subordinate. This outlook is mostly held by those who have not travelled beyond its borders. However I can only see these as positive experiences for helping me appreciate other places and people, and making me more aware of our differences in opportunity.

Reflections on studying abroad

Studying for a year abroad is a fantastic and refreshing experience, one that I would recommend to anyone for whom it is available. I think it is very different to studying full time as an international student. Having already spent two years studying Geography at UCL, I came to UCLA with prior experiences and future expectations that would shape my entire year of studies.

Throughout my time here at UCLA I have been constantly comparing my studies with those at home: the size, length and content of my classes, their various forms of assessment, and the overall major/minor degree structure adopted in the US. While I was initially critical of a system that forced students to extend their degree by a year* in order to take a wider breadth of classes, I have come to appreciate the opportunity to broaden my academic horizons by taking courses from a range of different departments. Many of these have supplemented my geographical studies while others have allowed me to engage with passions I would not have been able to explore otherwise.

Numerous UCLA clubs and societies advertising on Bruin Walk 

The experiences of studying abroad extend beyond the classroom to the whole university. At UCLA I have been exposed to many aspects of college life that are not present in the UK. These include extraordinary pride in college sport, ‘Greek life’ (fraternities and sororities) and an enormous variety of different clubs and societies. Taking part in these and many other aspects of American university life has been both fun and deeply insightful, allowing me to draw my own conclusions on what I believe is conducive to a positive university experience in both countries.

Reflections on the SAY blog

As a geographer living and studying in a new place, I am always making comparisons between life here and at home. My SAY blog has not only enabled but also encouraged me to do this. By providing me with a platform to write about my thoughts and experiences, it has helped me understand and explain many differences between the UK and US both at university and beyond.

My favourite spot for working on my SAY blog

The flexibility of the SAY blog has also allowed me to explore themes and topics that are of particular interest to me, urban transport being a key example. While I initially intended to write a single post on the matter, this blog has encouraged me to look further into the subject by writing a series of linked posts. This has been of wider use in helping me choose a thesis for my dissertation. The SAY blog has also encouraged me to examine topics I had previously not studied at much depth, fortification being an example. All of the issues examined in my blog have been formative as I generate views and opinions about UCLA, Los Angeles and the US.

Working on my blog has developed my ability to write concisely (this post perhaps being an exception) and passionately about things that matter to me. It has also opened my eyes to how something that appears mundane, such as a food truck, can in fact be a fascinating topic when forming an argument. The end result has been a series of blog posts that reflect how my thoughts have evolved throughout the year. I am therefore grateful for all the fantastic and formative experiences I have had along the way.

* Undergraduate degrees in the US are typically four years, one year longer than undergraduate programmes available in the UK.

Grades in the UK and US continued: liberal arts versus STEM

Continuing on from my previous post, I have looked a little further into the differences between grading systems in the UK and the US.

In my earlier post I argue that it is somewhat easier to achieve higher grades in the US than in the UK. However my perspective on this topic is warped by the fact that, rather than belonging to the sciences, I am a liberal arts student. As such it is only appropriate to consider whether grading also differs for STEM (Science, Technology, Engineering and Mathematics) students.

Following some secondary and informal primary research, I have come across an interesting observation: non-STEM students in the UK seem less likely to achieve higher grades than STEM students, while in the US the opposite appears to be true.

In 2012 the UK Higher Education Statistics Agency (HESA) reported that only 8.1% of law students compared with 30% of mathematics students were awarded first class degrees. The table below further demonstrates this disparity. This contrasts with Todd and Ralph Stinebrickner’s (2011) findings that while 19.8% of US students begin university with the intention of majoring in STEM fields, only 7.4% remain true to their word as the remaining 12.4% move towards liberal arts where grading is less harsh.

First class degrees awarded by subject for the academic year (UK) 1998/99 (HESA 2001)

From what I gather this is partly linked to the mechanisms through which liberal arts and STEM subjects are graded. As previously mentioned, from a liberal arts perspective 100% is valued differently in both countries. In the US it refers to the highest expectation placed upon students while in the UK 100% is a standard measured against the entire academic community. However this only holds true when marking subjective and argument driven essays. From a STEM perspective 100% means getting all the questions in a paper correct. In short, getting 7/10 in a STEM subject will result in a 70% being awarded in both the UK and the US, but not the same grade. Rather as my previous post indicates, 70% equals a ‘first’ in the UK and a barely passable ‘C’ in the US.

For the sake of brevity I will not look too much further into this. Certainly with 70% being an entirely different threshold for both countries, I am sure that STEM questions would be much more challenging in the UK to prevent everyone getting artificially high grades. Curving of grades is also something that needs to be taken into consideration. However, the fundamental differences in grading style between both countries do point to it being more possible to achieve higher grades in STEM subjects than the liberal arts in the UK, and the reverse in the US.

References

HESA (2001) ‘Statistics Focus’, Higher Education Statistics Agency, 2, 3, 1-22.

HESA (2012) ‘Higher education student enrolments and qualifications obtained at higher education institution in the United Kingdom for the academic year 2010/11’ (WWW), Higher Education Statistics Agency (https://www.hesa.ac.uk/pr/2355-statistical-first-release-169; 12 January 2016).

Stinebrickner T.R. and R. Stinebrickner (2011) ‘Math or science? Using longitudinal expectations data to examine the process of choosing a college major’ (WWW), Cambridge: National Bureau of Economic Research (http://www.nber.org/papers/w16869; 12 January 2016).

Grades in the UK and US: what’s the difference?

One of the first things I noticed as I began my studies in September was the difference in grading systems between the US and UK. When asked by another student about my ‘GPA’ (grade point average), the best response I could offer was my average percentage of 71 that I had achieved over the past two years at UCL. ‘71?’ they asked, ‘you must be really struggling!’ I was quickly informed that 70% equates to a C- in the US higher education system, the minimum score required to pass a class at UCLA.

Having completed my first quarter of classes abroad, I have now become more acquainted with the American grading system and how it translates to the UK’s. As the table below illustrates, it is a fairly simple conversion (Fulbright Commission n/d). In each case grade classifications are separated by 10%. With both systems offering five classifications, the highest grade is therefore separated from a fail by 31%.

UK Classification	UK %	US Grade	US %	GPA
First-class	70+	A	90+	4.0 (A+ = 4.00; A- = 3.67)
Upper second-class	60-69	B	80-89	3.0 (B+ = 3.33; B- = 2.67)
Lower second-class	50-59	C	70-79	2.0 (C+ = 2.33; C- = 1.67)
Third class	40-49	D	60-69	1.0 (D+ = 1.33; D- = 0.67)
Fail	0-39	F	0-59	0.0

UK versus US grade classifications (Fulbright Commission n/d)

The only difference between the two models is the absolute percentage values of each grade range. However this carries particular significance when considering the highest grades offered by each system. In the US an A-grade (90% or above) informs a student that they are at most 10% below an entirely perfect piece of work. By contrast, in the UK a first-class (70% or above) could be as much as 30% below this level.

I first realised the significance of this when I was awarded 98% for a reflective coursework essay written for my UCLA FTV106 class. While I was pleased with this mark and proud of my work, I could not help feeling that this paper was nowhere near 2% below a perfect argument of my thesis. Rather I am sure that had I spent more time and care on the essay it could have been a far better piece. Contrasting with this, my highest mark achieved at UCL to date has been 77%. This somehow felt like a much greater achievement and I am still unsure what I could have done to improve by 23%.

In an attempt to find out what separates these two marks from 100% I have looked at the marking criteria offered by both universities. UCLA’s (n/d) measures are very concise. Students are offered an A-grade (90-99%) for work of ‘superior’ quality, while an A+ (100%) is reserved for work of ‘extraordinary’ quality. UCL’s (n/d a) grade descriptions are a little more comprehensive:

First-class (70-79%): Shows a deep understanding of the question, and is very well organised and expressed. Evidence of very good analytical skills, critical thinking and appropriate reading. Very good grasp of concepts. Comprehensive use of relevant examples. 

First-class excellent (80-89%): Surpasses the standards associated with the 70-79% level. The work displays a deep, critical understanding of the question, with excellent level of organisation and expression. Evidence of excellent analytical skills, critical thinking and appropriate reading. Excellent grasp of concepts. Extensive and critical use of relevant examples. 

First-class outstanding (90-100%): Exceptional thoroughness and clarity. Exceptional insight or originality in the use of evidence. Outstanding critical ability based on extensive reading. Clear ability to formulate responses to questions in novel and relevant ways.

Clearly, the two grading systems value 100% very differently. It seems that in the US 0-100% is a measure of what is expected of students, thus full marks are perfectly attainable. At British universities 0-100% appears to be a measure of what is expected in the academic community. This is suggested by UCL’s usage of words such as ‘originality’, ‘critical’ and ‘novel’, implying that an outstanding first-class should be awarded to an article of journal standard. Indeed many university departments state that work receiving above 85% is publishable (see Nottingham University 2011; UCL n/d b). Thus students in the UK mostly receive marks in the 60s range, rarely reaching above the high-70s. I believe the impact this has on the psyche of British students is quite significant. A score of 70% informs us we do not need to do any better, but that we can do almost 1.5 times better. For those students not only driven by grades but also by doing the very best possible, this extra 30% is an enormous incentive to improve the quality of their work. This perhaps helps lay a clearer path towards a career in academia amongst UK graduates than it does in the US.

It is important to note that this blog is written from the perspective of a liberal arts student and that this article refers to the marking of essays rather than short answer questions such as those found in the sciences.

References

Fulbright Commission (n/d) ‘Marks’ (WWW), London: Fulbright Commission (http://www.fulbright.org.uk/pre-departure/academics/marks; 5 January 2016).

Nottingham University (2011) ‘Writing essays’ (WWW), Nottingham: Nottingham University (https://www.nottingham.ac.uk/philosophy/documents/ug/essay-guidelines.pdf; 6 January 2016).

UCL (n/d a) ‘Grade Descriptors and Marking Criteria’ (WWW), London: UCL (http://www.geog.ucl.ac.uk/current-students/undergraduate/grade-descriptors; 5 January 2016).

UCL (n/d b) History Department Undergraduate Marking Criteria’ (WWW), London: UCL (https://www.ucl.ac.uk/history/undergraduate/current-undergraduates/marking-criteria; 6 January 2016).

UCLA (n/d) ‘UCLA General Catalogue: Grades’ (WWW), Los Angeles: UCLA (http://www.registrar.ucla.edu/archive/catalog/2005-07/catalog/catalog05-07acadpol-2.htm; 5 January 2016).

Comparing UCLA and UCL class content through IDS 191

A key development critique covered at UCL in last year’s GEOG2014 (Development Geography I) class was the neocolonial argument. Since joining UCLA I have revisited the topic in my International Development Studies 191 class: China’s Trade with Africa: Neocolonial or Win-Win? The class follows a question proposed by Howard W. French in his book China’s Second Continent (2014).

As discussed in a previous post this class aimed to answer the above question by examining and writing a group paper describing China’s relationship with a specific African country, in my case Tanzania. For the sake of brevity I will not delve too much into the details of this paper (which can be found here) other than to say that we found Tanzania, while having an asymmetrical trade relationship with China, not to be dependent on the Asian giant. In addition, while Chinese infrastructure projects in Tanzania may be evocative of neocolonial administrative power, we argue that these should instead be seen as investment projects in response to Tanzania’s promising pool of natural resources. Thus while China can be seen as benefitting from easy access to these reserves, Tanzania also benefits greatly from an efficient and reliable partner to monetise them.

As well as providing a chance to study a particularly salient issue in Geography, this class has also been an excellent opportunity to explore how Geography is taught differently here at UCLA compared with UCL.

The most interesting difference I came across was the structure and content of the class. In GEOG2014, neocolonialism was contained within a single lecture with Africa being given as a mere case study. IDS 191 on the other hand affords 10 weeks (thirty hours) to examining one question. This is not the only example: UCLA IDS 192 (Africa’s Changing Classes) and IDS 102 (Gendered Development) both focus on themes that are covered by UCL's GEOG2014 in single lectures. I believe this to be an exemplary difference between the two universities. Indeed UCLA IDS is an entire department devoted to studying a field that UCL Geography covers in only two modules. I must also add that, beyond a detailed understanding of Sino-Tanzanian trade, I do not feel this class has offered any more than what was covered in a single lecture on neocolonialism last year.

I therefore believe that, at least when comparing the two universities’ Geography departments, UCL teaches a greater breadth of content at a faster pace than UCLA. While UCLA’s lower division courses do offer more breadth than its higher division classes, for example GEOG 4 (Globalization: Regional Development and World Economy), comments made by students suggest this comes is at the expense of depth. Indeed such classes are mostly taken as a prerequisites for others such as IDS 191.

It is important to state that these observations are limited to this one class, complemented by other class syllabuses and student comments. I hope that next quarter’s GEOG 141 class (Uneven Development Geographies: Prosperity and Impoverishment in Third World) will add further insight into this comparison between the two universities and their Geography departments.

References

French, H.W. (2014) China’s Second Continent, New York: Alfred A. Knopf.

University Pride

This weekend UCLA will take on its local rivals, the University of Southern California (USC), in their biggest football game of the year. The atmosphere around campus in anticipation of the event has been electric with the buildup culminating in a rally held last night to burn an effigy of USC’s mascot ‘Tommy Trojan’. The fire was surrounded by students wearing ’doUSChebags’ t-shirts and chanting ‘fight fight fight!’.

USC's mascot 'Tommy the Trojan' on flames

The event has had me asking why UCL, or for that matter any university in the UK, does not take such pride in university sport? Aside from the rare exception, the Henley Regatta being perhaps the most notable, the scale of money and excitement is not a patch on the US. While American sport is flooded with million-dollar sponsorship contracts, sensational fandom and controversy, British university sport is a far more modest affair. Instead it is often limited to a small pitch in the middle of an obscure field, watched by six or seven fans (or more likely passing dog walkers), and sponsored by the local pharmacy whose main obligation is to provide sliced oranges for the players at half time.

UCLA Bruins fans filling the 92,542 capacity Rose Bowl Stadium, larger than London's Wembley Stadium

Having conducted a little informal research, I tried to find out why students in the US are so passionate about college sports. Responses varied from ‘its a great way to meet people’ to ‘because the US is the best country in the world, that’s why!’ However, a frequent reason that I found particularly interesting was that supporting your college team is a great way to express pride in your university. 

Back in the UK university pride is not as rampant and I think this is a shame. Of course rivalries do exist, KCL versus UCL being a prime example, but never has this led to the burning of a foe’s mascot. In fact I don’t even know what UCL’s mascot is, let alone Kings’! 

Walk around campus here and you will see students - or ‘Bruins’ as they are proudly known - wearing an enormous variety of UCLA branded t-shirts, sweaters, and even shoes. Drive around Los Angeles and you will see ‘UCLA Alumni’ license plates. Of course this is great merchandising and a clever form of advertising for the university, but I believe its more than that. At UCLA you feel part of a movement and its a fantastic experience. At UCL wearing university branded clothing is seen as overly keen and even dorky. Perhaps this is a reflection of UK university students trying to appear cool and nonchalant. However it is not reflective of the entire country where, for example, Premier League Football fandom matches college football in the US.

However ‘footy madness’ in the UK is predominantly dominated by men. At UCLA shared college pride brings people together, creating a great sense of community amongst all members of the university. With university life in both countries being a social and academic endeavour, it is interesting to note that in the US 28% of married couples meet at university versus 19% in the UK (Macskássy 2013; TSR 2014). In my opinion this is perhaps because the shared joy and sadness at UCLA’s win or loss in a sports game is a much more valuable bonding experience than drunken sports nights at Loop. 

References

Macskássy, S.A. (2013) ‘From Classmates to Soulmates’ (WWW), Menlo Park: Facebook Research (https://www.facebook.com/notes/facebook-data-science/from-classmates-to-soulmates/10151779448773859; 24 November 2015).

TSR (2014) ‘One fifth of British students meet the love of their life on campus’ (WWW), Brighton: TSR (http://tsrmatters.com/one-fifth-of-british-students-meet-the-love-of-their-life-on-campus/; 24 November 2015). 

Class Enrolment

Having reached the end of the Fall 2015 enrolment appointment and chosen my classes for the autumn quarter (I will provide more detail regarding my choices in my next post), I can now reflect on the enrolment process and education structure here at UCLA.

My 'class planner' for the fall quarter

For the first two weeks of the fall quarter at UCLA students are given the chance to enrol in and drop as many classes as they please*. Throughout the process I have come across three aspects of higher education at UCLA that differ quite significantly from UCL which I will discuss below.

• Majors and minors - This is perhaps the greatest difference between the two university structures. Degrees at UCL are entirely focussed on studying a your applied subject (with the exception of ancillary modules). However UCLA follows the majors and optional minors system which is dominant in the US. This means that though a student may have applied to study Geography, they can also take classes from a range of other courses during their university career. Thus students are able to wait until junior (third) year before being forced to declare a major. Once a major has been declared students must obtain enough credits within that field in order to graduate. While this system offers students a greater breadth of education, it is far more complicated than the arrangement at home. Though I am unsure which I prefer, I find this very different mode of education particularly fascinating.

• Class durations - Compared with UCL Geography, where each module involves two hours of lectures per week and counts for an equal amount towards your degree, the time, structure and value of each class at UCLA varies. For example, one of my six credit classes (FILM TV 106A) is composed by eight hours of lectures and a one hour seminar per week, while another four credit class (INTL DEV 191) is just a single three hour seminar. Another dissimilarity is that all exams take place during the quarter in which you are taking that class, rather than in the final term of the year as is the case in UCL’s Geography department. 

• Class eligibility - Because of the vastly more flexible education system at UCLA, enrolment in a class is not restricted by what year you are in. Instead classes are divided into ability levels identified as lower and upper division. Though some classes are restricted by major, most are open to all students. Thus a fourth year (senior) student can take a lower division class, while a first year (freshman) could enrol in an upper division class providing they meet the required prerequisites. This contrasts with UCL Geography where GEOG1###, GEOG2### and GEOG3### modules are restricted only to first, second and third year students respectively. 

These dissimilarities make for a very different university experience. While all three allow for a far broader and diverse education experience, they also make the process of creating a working timetable far more challenging. Unlike UCL Geography which attempts to organise its schedule to avoid clashing modules, the infinitely larger selection of available classes at UCLA means that clashes are inevitable and thus a major consideration throughout the enrolment process.

I have also noticed that this enrolment structure leads to an entirely different social experience. UCL students studying for the same degree generally take the same modules, thus large cohesive friendship groups evolve out of shared experiences within the degree. For example the mutual burden of three different deadlines falling in the same week! However at UCLA every single student appears to have an entirely unique schedule, even in the more vocational degrees such as medicine and architecture. Thus a person’s social circle appears much less contained as they make friends in more places such as classes, societies and dorms. Using my own experiences to verify this, I have so far only met one fellow geography student with the majority of my new friends coming from outside my major. This contrasting social structure leads also to a broader and more varied university experience as students come together to discuss their different fields.

* Beyond this point, students attempting to enrol or drop a class must pay a fee

Study Abroad Year Report

Hello and welcome to my Study Abroad Year Report!

Here I hope to share with you my experiences as an exchange student from University College London (UCL) studying for a year at the University of California, Los Angeles (UCLA). In doing so I aim to provide a critical academic reflection of the discipline of Geography as it is taught at both my home and host universities, seeking to prove that an additional 'A' is not all that separates the two. I will do this by exploring and comparing the contents of my classes and the ways in which they are taught and assessed.

Alongside I also plan to document and discuss my experiences of American university life, Los Angeles and more generally the USA. I will do this by exploring, from a geographical perspective, themes and topics ranging from transport to campus life to commodification and much more.

Enjoy!