One of the big differences when studying university at Australia is that students are expected to be more proactive in the learning process. In a class there may be hundreds of students, the lecturer certainly cannot remember everyone’s name. Therefore, if you just go to class, listen to lectures, do homework and submit assignments on time, becoming a familiar face to the lecturer is not easy.
But this doesn’t mean you have to be the top student in the class to get the instructor’s attention. What is more important is to proactively create your presence in the university environment. When you build a good relationship with your lecturers and teaching assistants, you will not only have more academic support, but you will also be able to access many other opportunities such as research, scholarships, internships or letters of recommendation in the future.
1. Prepare lessons before going to class
A simple but very effective way to impress the lecturer is to not come to class with the mindset of just listening. At many Australian universities, students may be provided with reading, slides, reference materials, case studies or quizzes before class.
Instead of waiting for the instructor to explain everything, read the material ahead of time and highlight the parts you don’t understand or the issues that make you want to learn more. Then, when you get to class, ask questions.
A focused question shows that you have actually read the material and are trying to understand the problem, instead of just waiting for the instructor to give you the answer. Over time, your instructor may begin to remember you as someone who regularly participates in discussions and asks prepared questions. That is the way to create presence naturally.
2. Actively participate in seminars, workshops and school events
The relationship between students and lecturers does not necessarily only take place during class hours. Australian universities often have many seminars, workshops, conferences or academic events related to each department and field of study. This is your opportunity to meet instructors in a less stressful environment than the classroom. You can start with a simple conversation about the topic of the seminar, ask more about an issue in the subject or share something you are interested in.
No need to try to attract attention at all costs. Just show up, actively communicate and show a genuine interest in your field of study. Sometimes a short conversation after a seminar can help you open a long-term academic relationship.
3. Emails to lecturers must be clear and professional
Email is a very important part of communication at Australian universities. Instructors are often very busy, so an email that is lengthy, lacking information, or does not clearly state what you need will be difficult to receive an effective response. When asking questions or wanting to schedule a discussion, try to write briefly, clearly and straight to the point.
The email subject line should also be specific. For example, instead of writing a general title like “Question”, you can put the subject name, assignment and content to be asked in the title. Thanks to that, lecturers can immediately understand what the email is related to before opening the message.
In the body of the email, show that you have done your own research first. If there is something you do not understand, please clearly state which documents you have viewed and where you are stuck. Asking this question shows that you are not looking for a ready-made answer but are looking for guidance to solve the problem.
When first making contact, you should keep your address relatively formal and use the instructor’s name correctly. After you have discussed it several times, you can adjust your communication to the style the instructor uses. The most important thing is to check spelling, content and information before clicking send.
4. Direct communication: be friendly but know what you need
When meeting a lecturer in person, you don’t need to talk too much. The important thing is to be friendly, confident and prepared. If you want to inquire about an assignment, read the request first. If you want to ask for advice on research direction, think first about what issue you are interested in. A student said:
“I don’t understand this lesson, can you explain it again?” It will be very different from a student who says: “I read this part and I understand point A, but at point B I’m not sure I’m arguing correctly. Can you give me guidance on this part?” The second question shows that you are already thinking proactively and just need more direction from the lecturer.
That is also the type of interaction that the Australian university environment often encourages.
5. You don’t need to be the best student to be remembered by the lecturer
Many Vietnamese students may initially feel quite strange with this way of studying. In Vietnam, students are often accustomed to lecturers providing relatively clear outlines, learning the right focus and completing the course requirements. Meanwhile, in Australia, students often have to read, find sources, analyze, criticize and defend their own opinions.
Therefore, if you are used to the “teacher’s step-by-step” way of learning, you may feel a bit shocked at first. But this is also one of the great values of studying abroad. You not only learn specialized knowledge but also learn how to think independently, communicate, work with others and take responsibility for your own learning.
And to make good use of that environment, you don’t necessarily have to be the best student in the class. You just need to be proactive, ask for advice, respect the lecturer’s time and really care about what you are learning.
