GENDER EQUALITY – UNIVERSITY COLLEGE LONDON

Prof Jan Atkinsonj.atkinson@ucl.ac.uk

UCL Co-ordinator for Athena ASSET & Athena SWAN

Strategic Advisor: Gender Equality Scheme (GES) Head, Developmental Science Dept, Division of Psychology and

Language Sciences, Life Sciences Faculty, UCL(Past UCL Pro-Provost (North America) 2005-2008)

Visual Development Unit : UCL and Oxford

www.psychol.ucl.ac.uk/vdu

Website for UCL Athena SWAN: http://www.ucl.ac.uk/hr/equalities/athena_swan.php

•

University College London

• Founded in 1826• The original ‘University of London’• The first to admit students regardless of class

or religion• The first to admit women students on equal

terms with men• The first to offer the systematic teaching of

Medicine, Law and Engineering in England

Our Alumni

• UCL’s network of 100,000 alumni actively contributes to its future• Notable alumni include:

– Mahatma Gandhi (Laws, 1889): Indian political and spiritual leader

– Francis Crick (Mathematics and Physics, 1937) co-discoverer of the molecular structure of DNA

– Anthony Gormley (Slade, 1979): sculptor and winner of the Turner prize

– Coldplay: Chris Martin (Greek and Latin, 1999), Will Champion (Anthropology, 1999), Jonny Buckland (Mathematics, 1999)

UCL’s Academic Standing• A long, distinguished academic reputation in both teaching and

research• 21 Nobel Prize winners (former students/staff)• In top 3-4 Universities in RAE 2008 = UK Government Research

Assessment Exercise (decides public funding level) • One of the highest (top 4) research incomes of UK • 4th in Times Higher Education World Ranking, 26th in the

Shanghai Jiao Tong University top 500 world universities• Highest number of Professors in UK universities (N=648)• Students 22,000, more than 1/3 graduate degrees.• Students from 140 countries outside UK, 1/3 students (http://www.ucl.ac.uk/about-ucl/facts) • Sunday Times:“an intellectual powerhouse with a world-class

reputation”

RAE 20084* = world leading quality; 3* = internationally excellent

Some highlights in UCL departments (alphabetical order):

• Architecture/Built Environment -75% 3* or 4*• Chemical Engineering- 75% 3* or 4*• Cancer Research - 75% 3* or 4*• Computer Science/Informatics-80% 3* or 4*• Earth/Environmental Sciences- 80% 3* or 4*• Economics - 95% 3* or 4*, 55% 4*• History - 40% 4*(highest in UK = Cambridge)• History of Art/ Design - 80% 3* or 4*• Clinical Medicine(including Institutes- Ophthalmology, Child Health, Women’s

Health) 70% 3* or 4*• Infection and Immunology- 80% 3* or 4*• Law - 75% 3* or 4*• Philosophy - 75% 3* or 4* , 45% rated 4*• Psychology – 75% 3* or 4*

First Japanese students at UCL - 1863

Endo Kinsuke

Director of Mint Bureau, Osaka

Masaru Inoue

founder of Japanese Board of Railways

Kaoru Inoue

Minister of Foreign Affairs, 1879-87

Hirobumi Ito

Prime Minister, 1885-1901

Yozo Yanao

Secretary of State, Ministry of Industry

UCL - F:M student numbers 2009 • remained fairly constant for the past three years and does

not match this trend nationally of increased female numbers above 50%

• . There is significant variation across disciplines, between home and international students, and between undergraduate and postgraduate entry.

• For undergraduates, numbers of men and women are almost equal for UK students; for other EU, over 57% are female; for non-EU almost 56% are female (total 51% are female).

• For postgraduates, around 53% of UK students are female; 58% for other EU; 58% for non-EU. In total, 55% are female.

• All these figures exclude international semester/year abroad students.

UCL 2009 % female students by facultyFaculty u/g

UK u/g non UK

p/g UK

p/g non UK

Arts & Humanities 60 72 62 75

Built Environment 43 56 43 64

Biomedical Science (=clinical medicine)

74*  0 60 55

Engineering 23 31 26 34

Laws 57 69 55 62

Life Sciences 68 68 70 68

MBBS 44 66

Maths and Physical Sciences

35 56 43 29

Social and Historical Sciences

50 60 55 65

* = not u/g medical students, n<50

Faculties in UCL1. Biomedicine 2. Life Sciences 3. Laws

4. Arts & Humanities Classical World, Dutch, English, European Social & Political Studies, Fine Art, French, German, Hebrew & Jewish Studies, Italian, Language & Culture, Philosophy, Scandinavian Studies, Spanish & Latin American Studies

5. Social and Historical Studies Anthropology, Archaeology, Economics, Geography, History, History of Art

6. Engineering Biochemical, Chemical, Civil and Environmental, Computer Science, Electronic/ Electrical, Geomatic, Mechanical,Medical Physics/ Bioengineering, Naval Architect./Marine Engin.

7. Mathematical & Physical Sciences Astronomy, Chemistry, Earth Sciences, Information Management, Math, Natural Sciences, Physics, Science and Technology, Statistical Sci.

8 Built Environment Architecture, Project Management for Construction, Urban Planning/ Design/Management, Urban Studies

Some UCL highlights - Biomedicine• Prof Marmot’s ‘Whitehall

study’ shows how status differences between civil service employees links to risk of cardiovascular disease

• The new International INSTITUTE FOR SOCIETY AND HEALTH will tackle problems of health inequalities on a global scale

Prof Sir Michael Marmot

Health and Inequality

Some UCL highlights - Biomedicine

• The UCL INSTITUTE OF COGNITIVE NEUROSCIENCE and the FUNCTIONAL IMAGING LABORATORY are world centres for studying brain function

• A now classic study by Dr Eleanor Maguire showed how the hippocampus of the brain grows larger as London taxi drivers learn ‘the knowledge’- city streets

Cognitive Neuroscience

Some UCL highlights - Technology

• Partnership: UCL < > Imperial College• Interdisciplinary:

engineering < > IT < > molecular < > bioscience

• manipulations on atomic scale

• exploit quantum properties for computing

• proteins: ‘nature’s nanomachines’

• human tissue engineering

• environmentally friendly materials & catalysts

LONDON CENTRE FOR NANOTECHNOLOGY

Some UCL highlights - Architecture

UCL alumnusAngus Campbell is lead architect for the new Wembley Stadium

Bartlett School of Architecture and Planning

‘Space Syntax’ developed at UCL analyses how people flow through

streets, offices and hospitals

Some UCL highlights – Environment

Global Deserts Outlook Report

for the UN: Prof Andrew Warren (UCL Geography) finds threats from

salinisation and climate change ...but opportunities for aquaculture

and solar energy

Environmental Change Research Unit

Prof Rick Battarbee’s research team uses diatoms – micro-fossils that enable UCL researchers to trace the acidity, temperature, and ecology over centuries of lakes worldwide

Some UCL highlights - Law

• teaches and analyses law through a comparison across national systems

• comparative law of privacy

• anti-terrorism and human rights

• compensation for injury in different national systems

Institute of Global Law

Some UCL highlights – Social Sciences

• Economic and social transition in the post-Soviet era

• Literature and cinema of Eastern Europe and Russia

• Centre of Excellence for teaching Eastern European languages

School of Slavonic & East European Studies

award-winning new building for SSEES

Some UCL highlights – Archaeology/ Egyptology

The Institute of Archaeology has nearly 200 graduate students engaged in projects worldwide ..from seafaring in Arabia 7,000 years ago.. to evidence of African-American plantation life in Louisiana

UCL’s Petrie Museum contains over 80,000 objects from ancient Egyptian culture

UNIVERSITY COLLEGELONDON

University Preparatory Certificate for Science and Engineering (UPCSE)

An intensive 1-year foundation course for international students of high academic potential who are aiming to gain access to undergraduate degree programmes in science and engineering for at University College London (UCL) and other top UK universities.

Students combine study of two science subjects, Academic English and Science and Society.

adult vision in eye and brain

New behavioural / electrophysiological EEG techniques for assessing eye-brain

development

Visual developmental disorders e.g.

Downs/Williams syndrome,CP, autism

adult brain imaging (fMRI) / infant brain imaging

(structural MRI)

Prof Jan Atkinson

Visual Development Unit

Women in leadership and management project

Developmental neuropsychology and developmental visuo-cognitive neuroscience - basic and clinical, translational research and assessment

BRAIN IMAGING IN INFANTS

• Recording brain waves safely and non-invasively, with a geodesic net of electrodes while the infant looks at a visual pattern designed to activate particular areas in the brain

History of Athena ASSET and SWAN in UCL

• 2003-4 JA suggests to Provost that Gender Equality Issues are incorporated into UCL White Paper

• 2004 JA joins UCL into Athena ASSET survey - 12 talks in depts / PGIs, contacts 45 SET department administrators - good UCL response ~ 500 SET staff (20% of total) highest in UK universities

• 2005 JA sets up AAG (Athena Advisory Group) & SWAN SAT (Self Assessment Team)

• 2005 Provost ‘Champion’- SWAN Charter as Founder Signatory

• 2005-6 SWAN Charter (Bronze) submission and UCL SWAN award

• 2007 JA appointed by Provost to take strategic responsibility for Gender Equality Scheme, submitted to Government

• 2008-9 UCL SWAN charter renewal (Bronze) & four SWAN Silver awards: Div of Psychology & Language Sci (8 depts/institutes) MRC Lab of Molecular Cell Biology Dept Chemical Engineering Dept Civil, Environmental & Geomatic Engineering

• 2009- UCL Women in Leadership and Management Project

Prof Malcolm Grant, UCL Provost and President, and Prof Jan Atkinson with UCL’s SWAN Charter Award (renewal) 2009,

first awarded 2006

Women in leadership and management project

From analysis of ASSET data, UCL Staff Survey and National HEI data, there are three key areas of concern for women’s career development:

• getting in (first academic post - moving from post doc to lectureship)

• getting back (after career breaks - maternity/paternity leave/ carer’s responsibilities)

• getting on (promotion and leadership)

UCL has set up ‘relatively’ successful initiatives to improve career development (particularly for women) in all of these areas over past few years, e.g.

• flexi-time, • life/work balance, • paternity/maternity schemes, • returner’s sabbatical term to catch up on

research, • mentoring

Flexible working relates to two much broader issues:

• Gender equality generally in universities

(UCL 50%+ F students, only 19% F profs)• ‘Work-life balance’

Increasing problem in society – caring for elderly (usually parents)

Many carers (mainly women) already look after family members outside their working day – early mornings/ evenings/ nights/weekends- but need support during the day in holiday periods and need respite care

Why is Flexi Working ever a problem in HEIs ?

• Many individuals would like to work full time with normal working hours throughout their career

Report 2009 : Glasgow Cal Business School 3500 staff M+ F: academic women sacrifice W/L balance to apply for better jobs, non academic staff more concerned with W/ L balance

• but many with caring responsibilities face practical difficulties (finding affordable ‘part-time’, often intermittent, care for children and family members)

• - so many change to part-time work or drop out• difficulties, particularly in London, of working some distance

from home (school often near home)

Current UCL policy on flexible working, parental leave, work-life balance, equality

• Flexible W-L balance Policy allowing departments to adapt different models according to their needs.

• Every UCL individual has right to request flexible working/ changes in work pattern.

• All Heads of Departments receive equality and diversity training

• HR Policy Team is currently trying to develop improved communication of WLB policy to all staff, and improved corporate monitoring of flexible working

Current situation in UCL

• Many academics already have ‘flexible working’

• the extent of flexibility depends on discipline and career positio (from postgrad to professor)

• extra flexibility is needed by many during and after career breaks (maternity/paternity leave/ carer responsibilities)

• NEW POLICY: for sabbatical leave from teaching commitments following return from maternity leave, to allow research ‘catch-up’.

Another problem – the lab work culture Unconscious belief or bias –’

“scientists should work normal working hours (9 to 5 at least - and go to the pub with the lab

after work/ after seminars! ) and only take annual leave outside term/semester teaching time”

Solutions?

• Work part-time flexible hours and live (deal) with the biases (sometimes ‘unconscious’) of the ‘lab culture (this may mean that you accept that your career prospects in the current climate may be compromised)

• Arrange and pay for extra care as best as you can (this is what a lot of us do, and forget good W/ L Balance!)

• don’t have children or take on caring responsibilities: women having children at older age (sometimes more heath risks)

• try to reduce the culture biases or work around these biases

Extra evidence of the culture biases:

• Almost 50% of fathers in UK fail to take up paternity leave rights (2 weeks paid leave)

• 40% of men afraid to ask for flexible working arrangements which they think would harm their career prospects

• fear that flexible working arrangements would question their job commitment and affect their promotion chances

• In most households women continue to take responsibility for childcare, even where both parents work full time

(Research report: Equality and Human Rights Commission 2009)

Another ‘real’ problem (particularly in sciences): research teams may suffer when the PI or an integral

specialist team member takes a career break

• sometimes possible to fill post with temporary person, but unlikely to be as well qualified/ trained/ experienced as the individual on leave and usually the PI cannot be substituted

• If all team members are on one grant of fixed duration , grant cannot easily be suspended and extended to accommodate the career break

initiatives underway in UCL• increase acceptance of flexitime through managerial training/

include WLB discussion in appraisals / extend mentoring/ advisory schemes/ one-term ‘sabbatical’ after career break to aid research ‘catch-up’

• try to change ideas of the ‘working day’ - accept good productivity of part-time work/ meetings in‘family- friendly’ times

• Run events celebrating female ‘champions’ -successful combination of career breaks/flexible working with career

• Aim for ‘critical mass’ of these champions - women reaching the top in universities

However,

• there are still rather few female professors across the whole of UCL, compared to women at earlier stages of their career.

• There is a low % of women on most of the main executive committees of UCL and only a small increase over the past 3-5 years.

Women in leadership and management project

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50

100

150

200

250

300

2005 2006 2007

Professors

15 17 19

% female

Women in leadership and management project

Provost asked JA to lead on project :

‘Women in Leadership and Management’ :

The aims are:

• To work towards a Athena SWAN Charter Silver award for UCL as a whole in the near future

• To increase the number of women across the whole of UCL (SET & non-SET) with the aspiration, knowledge, skills and experience to progress to senior posts

• .

• To identify any organisational or procedural barriers to the appointment of women to management and leadership roles in order that they can be addressed (immediately ?)

Women in leadership and management project

Methodology Consultation across UCL to gather experiences and

perceptions and to understand the key issues affecting women in the University.

JA will discuss these issues and initiatives with : • Faculty Deans and their Senior Management Teams• Women currently in senior academic management

positions• Researchers whose work relates to gender in the

workplace (e.g. Prof Virginia Valian: F/M leadership styles, consider Business/Economic Case for diversity and gender equality)

• Lay members of Council who are themselves distinguished women who can add insights and be supportive of the project.

Women in leadership and management project

Areas of potential focus (1)

• Creation and leadership of an advisory group interested in improving the number of women at senior levels within UCL.

• Consider developing champions/ambassadors in each faculty to lead the examination of women’s issues locally.

• Review the work in the departments/divisions which were successful in SWAN Silver Award applications – identify the lessons learnt and support new depts for SWAN submissions

Women in leadership and management project

Areas of potential focus (2)

• Identify any barriers in UCL’s recruitment, promotion or work-life balance arrangements that may militate against women progressing their careers or lead to bias in decision making.

• Link with the work of the Research Staff Sub-Committee of the Academic Appointment and Promotion Committee on the career progression/promotion of women researchers

• Learn from best practice in other universities, especially amongst the Russell Group (top academic Universities in UK)

Business/ Economic Case

the Business Case emphasises the need for equal treatment to reflect diversity among potential

employees and an organization and the organization’s customers- micro level

the Economic case is at a macro level - it stresses the wider economic benefits that span individuals,

firms, regions and nations

Gender equality can contribute to economic development by:

• Quantitative improvement in female participation (as envisaged in European Employment Strategy) - through more effective use of investment in human capital

• Women with greater economic independence contribute more as consumers of goods and services (knowledge of comsumers and alter items of consumption)

• Integration of women into the fiscal system as net contributors to welfare state- ‘Smart Economics’ (pay more taxes)

• through the establishment of a sustainable system of social reproduction which is essential for economic growth , labour supply (aging population problem) and sustainable public finances

Debate: does Gender Equality give higher profits ?

• Many studies claim a correlation between better M:F ratio (e.g. board members in companies – University executive committees ?) and profitability

• however, there is considerable debate over this correlation – it may not be causal

• It may be that this correlation is positive in certain types of firms – large, wide international recruitment market, better decision making on selection, other added benefits in these firms

• The correlation can be negative in firms with better gender balance (more diversity on board means more monitoring (more well-governed) , more chief executive officer turnover, more equity based compensation

Catalyst - www.catalystwomen.orgAdler R D – Women in the Executive Suite Correlate to High Profits Rennee & Ferreira, J

of Financial Economics 2009

Women in leadership and management project

Conclusion : Can something be done to speed up the process of gender balance and equality ?

Some possibilities (1): • All ‘significant’ meetings/gatherings to be in ‘family- friendly’

hours (start: 10am or after, finish: 5pm) Does this make a significant difference ?

• Create ‘Female Ambassadors’/Advisory teams in faculties/institutes

• Adapt membership/terms of reference of major executive committees – bring new female recruits to committees to move more rapidly towards a 50:50 ratio

• Set out the Economic Case for Gender Equality : M:F grant income , M:F publications comparisons .

Women in leadership and management project

Conclusion : Can something be done to speed up the process of gender balance and equality ?

Some possibilities (2): • Provide additional mentoring/advice/training to women at

intermediate levels on management and leadership• . • Lobby Government to extend subsidized nursery schemes to

before/after-school/ half term / holiday schemes for all• .• Lobby funding bodies to allow research grants to be

extendable in time to accommodate career breaks (absence of specialised researcher)

Women in leadership and management project

Issues to discuss:• Current senior staff reflect academic recruitment 15 years ago.

Should ‘positive action’ be taken for women to improve balance?

•

• Are men and women differentially prepared to put themselves forward for promotion and management?

• Can/should senior roles reflect a more ‘family friendly’ culture? - children at school – half the day, half the year - senior staff may have caring responsibilities (on the increase)

•

• Do women bring a diversity benefit to decision and management processes, apart from issues of equity?

• Is there a good ‘business/economic case’ for equity in Universities?

• Can mentors/circle of advisors help develop women for senior management roles? Faculty ‘ambassadors’? Reverse mentoring? Do these make a difference ?

Women in Leadership and Management

• I have prepared a short set of questions (a brief 2- page survey- 7 questions) which has been distributed by email to academic/research staff (male and female) in departments / institutes.

• It is anonymous, but will ask for gender, position (grade) and faculty (Dept/Inst/Div –optional)

• The aim is to canvas opinions and expressions of interest in gender issues from across UCL at all levels.

Examples from Silver SWAN Depts in UCLhttp://www.ucl.ac.uk/hr/equalities/athena_swan.php

• SWAN SAT led by Dr SARA MOLE, Reader in LMCB - research focus is an inherited genetic children's brain disorder (Batten disease)

2 school-age children (12, 7) - used UCL's Nursery (9-5.30) for 10 years. Parents/In-laws - late 70s & 80s, Alzheimer’s - 24/7 care at home.

Example 1: UCL MRC Laboratory for Molecular and Cell Biology (LMCB)

LMCB: female bias in gender balance except at senior level

• From results of SWAN Self Assessment Team :

• Flexible working practices operate informally at all levels provided core responsibilities are covered. (but long hours of work at home)

• Most important LMCB meetings and seminars held during core hours (10-5), avoiding school holidays

• All formal requests for flexible working granted• Prior to extended career break (maternity leave) discussion with HOD to

reach agreement as to how duties will be covered or cover for core staff. On return, appreciation of restricted working hours

• Although most said that they were impartial, there is a perception of prejudice if they took a career break

• Work-Life Balance notice board raises issue about prejudice.

Sara’s SWAN-SAT pioneered chartering for a SWAN award within LMCB

• Athena web page/notice board for the LMCB http://www.ucl.ac.uk/lmcb/athena.htm

• Survey to find out what life was really like in LMCB

Action plans:

• Promote flexible working at annual appraisal (via UCL and MRC), notice board & web site, since survey shows it is not considered as a serious option and is considered discouraged by some. (Also not yet formally taken up by any males)

• Vary times of social (networking) activities outside core hours so that same people not excluded

• Promote successful careers of diverse (female) scientists from LMCB; identify role models (of flexible working).

• Increase acknowledgment of caring responsibilities other than for children (mainly elderly parents) .

Example 2: Division of Psychology and Language Sciences:

(very large; 8 Departments/Institutes; high female bias that decreases significantly with seniority)

• SWAN SAT led by Prof Kate Jeffery, (Director, Institute of Behavioural Neuroscience) - research focus is the neural basis of spatial cognition and navigation

Division of Psychology and Language SciencesSWAN SAT found that :

• Teaching duties previously took into account part-time working • Staff are encouraged to work flexibly and this is widely taken up,

supported by IT, provided teaching responsibilities are covered.• Seminars and meetings are held at family friendly times.• There is a one-term teaching sabbatical for maternity returners (100%

return after career break).• Maternity returners have sometimes renegotiated their working hours or

agreed greater flexibility. • Staff meetings held between 10.30 - 4.• But Research Meetings held at 5 pm to allow clinicians to attend (is this

necessary ?)

Action plan (1):

• Implement UCL guidelines to protect part-time staff from being assigned teaching duties outside their days/hours.

• Record and monitor flexible leave requests.• Record and monitor maternity leaves.• Record and encourage paternity leave

requests.

Division of Psychology and Language Sciences

Action plan (2):• Parenting web site to promote flexible working.• Moving some seminars to 4-5 pm slot.• Monitoring and changing times of workshops that have

been held at family-unfriendly times (especially weekends) since these seem to be under-attended by women with young children, compared to men with young children. Timing of social gatherings to be assessed

• Record impact of Early Career Forum /meetings.

Division of Psychology and Language Sciences

But things have improved a little :

• 30+ years ago I was pregnant with my first child in Cambridge. I was a postdoc working in a small group with a very traditional older male PI

• I asked about ‘maternity leave’ from the ‘ Old Schools’ (HR- Cambridge University)

• • I was told that ‘academic ladies arrange their births to fall in

the Long Vacation’ (Summer - out of Term time)

• My 4 children were born in the Long Vacation , but it was not planned !

Some ideas for discussion :

In universities :• Collect evidence as to whether all ‘significant’ meetings in

family- friendly hours makes a difference to gender balance.

• adapt membership/terms of reference of all major committees to encourage move towards gender balance

• Include career advice/statistics in schools/universities on women’s career prospects for different disciplines (e.g. a civil engineering degree may have has better career prospects than a psychology degree for a career as clin psychologist)

• devise more interdisciplinary degree programmes (Arts & Science/ multiple science disciplines)

• All government research grants should be allowed to be extended in time to allow for career breaks (extra funds?)

End

Thank you for your time

• 1 year UCL, 1 year Paris

• apply different disciplines/competencies (eg engineering, mathematics, genetics)

• Select from themes:

A: Neuroscience - from molecules to systems

B: Clinical neuroscience

C: Language, linguistics and semantics

D: Cognitive psychology and neuropsychology

E: Cognitive neuroscience

F: Biology of neurons

G: Philosophy of sensation, emotion, action; mind

H: Computational neuroscience

UCL highlights - new masters program Dual Masters in Brain & Mind Science

UCL / Université Pierre & Marie Curie, Paris / Ecole Normale Superieure

Suggestions as to how you can support and assist in this project ?

• Disseminate this information in your department/institute (virtually- email or at group/department meetings)

• Discuss selection of ‘Ambassadors for women’- Senior women to advise

women in faculty and be part of the ‘Women in Leadership and Management Advisory Group.

• If you are a SET department discuss the SWAN Charter scheme and putting

in for a Athena SWAN Charter Award (Sarah Guise and I, plus departments already with SWAN Charter Award hopefully to assist over this)

• Departments with a SWAN Award already, aim for a GOLD Charter

• Encourage members of your departments to feed back to me their thoughts and ideas (in confidence if they would prefer) on the issues raised.

Cont: . Some ideas for discussion after the talkGenerally in the whole of society : • Government to continue schemes for subsidized nurseries but

increase schemes to help parents (with school age children) and carers generally

• Should women , ethnic minorities/ disabled be ‘fast tracked’ to move towards equality faster at all levels ?

• Keep on encouraging girls at all ages to have a science career through effective widening participation schemes

• Set up more hands-on interdisciplinary museums/ centres for all ages –babies to adults

(to include sciences/arts /culture/history/business/politics

economics/ maths/built environment)

Excellence in teaching

• Research-led teaching• Study programmes developed and taught by

leading academics at the cutting-edge of their disciplines

• More than 230 undergraduate degree programmes

• More than a third of students in graduate study

Opportunities for students from North America in UCL

• undergraduate programmes (3 years)

• affiliated students (1 or 2 semesters-JYA)

• master’s programmes (1-2 years)

• Ph D programmes (3-4 years)

• diploma & short specialist courses

Affiliated Students- 300 from North America

• fall semester (Sep – Dec) or spring semester (Jan-June) or 2 semesters (Junior Year Abroad)

• select from undergraduate courses

• popular courses in:Psychology/neuroscienceEconomicsHistory/ EnglishPolitics / LawArchaeology / Anthropology

Almost unique: Hebrew/Jewish studies

Coming up: Engineering (Civil/Mechanical)

• including exchanges

Comments from Affiliated/JYA Students

“It is a very independent yet challenging environment. You are constantly stimulated by your professors and your peers” - Ritu Kuanna, Barnard College

“ London teaches you to open up your mind” - Amira Jadoon, U of Iowa

“I took an Art History course that was taught at the National Gallery” – Brian McTernan, Georgetown U

“At UCL, I met people from more countries than I knew existed” – Devang Vussonji, Claremont McKenna College

“You’ve heard the rumours, and yes they are all true. The food in England is bad. The men all have Austin-Powers style bad teeth … but despite these factors, even a New Yorker like me manages to fall in love with that quaint little place …”

Welfare and Pastoral Support for all students

Personal Tutors

The International Office

Students Residence Office

Health Centre and Counselling Service

Rights and Advice Centre

International Students Orientation Programme

Scholarships

• UCL offers over 170 general and departmental scholarships per year at the graduate level

• These include a range of scholarships in partnership the UK government, private industry, with individuals and charitable foundations.

• Worth nearly £5 million per year

• Scholarships range in value from £1,000 per year to full fees, return airfare and a living allowance of up to £14,000 annually.

• The scholarships are awarded for 1 – 3 years

• www.ucl.ac.uk/scholarships

An example of the range of teaching :Institute of Neurology, UCL- Current Teaching

• Undergrad- Clinical Neurology (medical students)• Postgrad- Ph. D (doctoral) training (3/4 years)• Postgrad- MSc courses (12/24 months) :

1) Clinical Neuroscience 2) Clinical Neurology 3) Joint London-Paris, Mind and Brain Science 4) Advanced Neuro-imaging (starting October 07)

• Postgrad Short Diploma Course in Clinical Neurology• 10 short specialist courses (e.g. postgrad medical training) • one-off courses (e.g. MRCP- Membership of Royal College

Physicians, GP- General Practitioner courses)