To better assist students in adapting to university life, gaining a deeper understanding of the college's teaching system, and planning their personal development path scientifically, Guangzhou-Dublin International College (GDIC) has meticulously organized a series of welcome meetings and thematic presentations tailored to the academic content and stage-specific goals of different academic years since the start of the semester.
On the morning of September 15, 2025, the welcome meeting for the Class of 2025 of Guangzhou-Dublin International College of Life Sciences and Technology was grandly held in the Lecture Hall of the Sixth Teaching Building. The event was attended by Provost Paul Fanning, Vice President Hao Gang, Associate Provost Chenguang Li, Project Manager Agnieszka King, some teaching staff from University College Dublin (UCD), relevant college faculty, and all the Class of 2025 students.
The meeting commenced with Provost Paul Fanning providing a detailed introduction to both universities, the history of collaboration, student employment prospects, and the unique advantages of the program. He then presided over the Scarfing Ceremony, extending a warm welcome to the new students through this traditional UCD welcome ritual. Associate Provost Chenguang Li focused on explaining the credit structure, GPA, academic progression, continuation of studies, academic workload, course remediation, procedures for addressing academic issues, and relevant college regulations, outlining the overall learning expectations for the students. Project Manager Agnieszka King provided a detailed overview of the UCD Brightspace learning system and other academic support platforms, explaining their functions and usage.
English modules introduction Session
Stephen Kelly, Head of the English Teaching Centre, detailed the setup of the English course modules, teaching content, requirements, and grade distribution. He outlined the learning goals and tasks for each stage and shared practical English learning methods. Stephen emphasized that building a solid English foundation during the first and second years is crucial for adapting to fully English-taught professional courses later on. He encouraged students to keep pace with their teachers' instruction and progressively enhance their English skills according to the plan.
Programme Director "Face-to-Face" Sessions
Professor Olaf Schmidt, Professor James Lyng, and Professor Aisling Reilly, Programme Directors from UCD, held real-time online sessions with students from their respective programs. They provided systematic and in-depth introductions focusing on disciplinary frontiers, the curriculum system, and future development pathways. During the interactive Q&A session, students actively asked questions, engaging in thorough discussions with the Programme Directors on topics such as specialization directions, course schedules, and international exchange opportunities.
Icebreaker-Tower challenge
Teachers and students collaborated to complete the "Paper Tower Challenge." Students worked in teams alongside teachers, using limited materials to design and build the tallest and structurally sound paper tower within a set time limit. The activity fostered a relaxed and enthusiastic atmosphere. Active communication and seamless cooperation between teachers and students not only quickly bridged gaps but also honed teamwork, innovative thinking, and practical problem-solving skills in a fun environment, injecting vitality and cohesion into the new semester's academic life.
Students expressed that the orientation series provided valuable academic guidance and effectively broadened their international perspectives. Through participation, they not only acquired more efficient learning methods but also gained a deeper appreciation for the importance of cross-cultural communication, independent learning, and teamwork skills at the university level. Many students mentioned they now have a clearer understanding of how to adapt to internationalized classrooms and how to interact and collaborate effectively with faculty and peers. They plan to actively integrate the strategies learned into their daily studies, continuously improving their English proficiency, cross-cultural understanding, and global competence, looking forward to achieving comprehensive growth in a diverse environment.
