The paradox of time… (in university)

LSHTM logoAs you may have already guessed, my timeline is off for the ideal live version of my Journey to the Centre of Campus blog series. Time doesn’t make sense as it flies by, yet other moments seem to last an eternity. Examinations and final papers raced by, although at times it felt like there was never an end in site.

LSHTM entrance

LSHTM – Always worth a pause to consider all the great men and women who have entered into these doors

LSHTM reception

LSHTM reception – A welcoming security guard will always await your entrance

It seems bizarre to think that the process of course selection through to final assessment began in early October and ended in mid February. When selecting the blended learning courses, I opted to take two modules that would challenge the status quo of independent learning that we, as distance students, become well versed in. I decided to take Family Planning Programmes (FPP), which had a final paper (with over 100 recommended readings) as the assessment, however integrated seminars and classroom discussions, debates and presentations throughout. Designing Disease Control Programmes in Developing countries was the other module I selected. This module was assessed 60% through a final group report (25 pages), 20% peer assessment and 20% written exam. Naturally, assessed group work under time restriction presented challenges, however I felt like these modules enabled a more real world experience. Working with people from a variety of backgrounds, education and methods of dealing with conflict, added much more depth and reality to the course objectives. In addition, I believe group work can be an excellent networking opportunity, since it simulates a real work environment and if you participate and work hard, others will remember this once they enter their field. It is after all a small world in public health and good or bad words can travel fast!

LSHTM Library

LSHTM Library – A simple, yet stunning library for those quiet studiers

Reflecting back on my time spent on campus, I urge you to also consider these points in order to maximize your time:

– Select not only course(s) that interest you, but also ones that will challenge you in other ways beyond pure intellect;

– Consider what tangible skills the course(s) would add to your career and how those skills could help in ‘selling yourself’ to a potential employer;

– Look at the lecturing professors backgrounds, and whether they have or had job(s) that interest you, as many of them would have likely taken the same or similar modules to get them where they are at today.

Senate House, University of London

Senate House – A walk amongst UCL and other old Bloomsbury buildings that surround LSHTM

My last blog on early days of campus life was only a few short weeks ago, and has now reached its conclusion. However, I will continue the Journey to the Centre of Campus series for more depth comments on the lessons I’ve learned and experiences I’ve had. It is my hope that through these blogs we can create a blended learning student community to lessen the innate distance of our programmes. Sharing your experiences of the blended learning programme, connecting with others directly that have participated, or posting questions or topics you would like covered in future posts will help to add to our shared knowledge and encourage those who can to participate.

Now off to Greece to celebrate finishing two modules before heading home!

Until next time,

Jillian

P.S Check out LSHTM’s online University tours and to read up on student ambassadors‘ stories and direct any questions our way.

P.P.S Continue to follow me on Instagram #journeytoCC

Jillian is studying the MSc in Public Health. She is from Canada, but is currently undertaking two blended learning modules on campus in London.

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