InFormal Reflections by Amanda Fava-Verde, Mark Peace, Aaron Woodcock and Mariama Sheriff (ISLI)

By edwardwhite Comment Closed

Introduction

In July this year, four members of teaching staff from the International Study and Language Institute (ISLI) headed up north to this year’s InForm Conference.  InForm is a journal published by ISLI and widely read by international foundation programme professionals across the UK.  Its annual conference this year was held at Durham University and its theme was Working with Words: Supporting understanding of discipline–specific vocabulary in IFPs (International Foundation Programmes).  Delegates were a mixture of subject-specialists (e.g. Chemistry), English for Academic Purposes (EAP) specialists and Applied Linguists, their common factor being that they are all involved in some way (directly or indirectly) with the teaching and learning of international students on foundation degree programmes.  Amanda, Mark, Aaron and Mariama each share their own reflections on the day’s events.

Does teaching discipline specific vocabulary work?

Two thought provoking presentations had me questioning whether teaching discipline specific vocabulary at Foundation level was something of an impossible ideal – both proposing that foundation level students should rather be guided to develop the skills and strategies needed to empower them to go out there and cultivate their own lexicons and mastery of their own subject specific styles. Both these presentations favoured teaching the broader concepts of academic discourse rather than the specific disciplinary nuances, taking the longer term view that our role is to open these students’ minds to global citizenship rather than close them in to specific academic communities.

Mike Groves of Birmingham University, playing devil’s advocate, questioned whether a focus on subject specific vocabulary teaching in the foundation EAP classroom might even be damaging, suggesting we run the risk of placing our students into ‘linguistic silos’  by doing so.  While not criticising subject specificity in general, he argued that it might be more helpful to exploit the fact that foundation year students spend half their academic lives being taught the very subjects that we are preparing them for, and that they already have access to rich, subject specific discourse through their content modules.   Far better therefore, to encourage them to explore the myriad of online tools available to them (such as Lextutor, word clouds etc.) and use them in informed and disciplined ways.

Elwyn Edwards and Dr Lucy Watson of the University of Southampton had also come to the conclusion that a subject-specific approach doesn’t work; foundation year students are studying too many different subjects to group them usefully in discipline-specific groups.

They have found a novel way around the problem through a new content-based ‘Global Society’ module which aims to teach students to become academically literate and critical thinkers by engaging them in discussions they find interesting and relevant to their lives as global citizens. The module focusses not on teaching specific lexis but rather on teaching key conceptual vocabularies – cross disciplinary concepts such as sustainability, globalisation, capitalism, human rights and development, drawing attention to the ideologies which underpin them.  The approach will allow students to function across a broad range of academic discourses (and undergraduate courses) and later in the global marketplace.

By Amanda Fava-Verde, Programme Director, International Foundation Programme, ISLI

Teaching discipline-specific vocabulary can work

What caught my attention most was how crucial discipline-specific vocabulary is to academic success and how expertise in both language teaching and the subject specialism are needed to teach this vocabulary effectively. Many of the talks were by subject-specialists involved in language teaching or language teachers involved in teaching subject-specific English (sometimes referred to as ESAP). One such talk was by Dr Simon Rees of Durham University. Rees is a chemist who has been collaborating with English language teachers to produce an online chemical language test that has produced very encouraging washback effects on chemistry-specific vocabulary acquisition and academic success in Chemistry.  Students take this test at the beginning and end of their Foundation course, and poor language test scores were found to be a predictor of poor academic achievement in Chemistry.  The test provided a framework for teaching and learning chemistry-specific vocabulary, and it was found that explicit teaching of this vocabulary could enhance both their language test scores and their academic achievement in Chemistry.

Our own experience here at Reading within ISLI and other departments supports these findings. On our English Language for Chemists and English for Science modules, we’ve found that the explicit teaching of discipline-specific lexis has had a positive impact on academic achievement in Chemistry and Food Science.  And undergraduate HBS students on our Academic Skills & Language for Finance course (part of the Academic English Programme embedded provision) have responded extremely positively to a strong focus on discipline-specific vocabulary development.  Perhaps these findings are not very surprising, but they confirm that teaching discipline-specific vocabulary has enormous potential in helping students access their subject and achieve their full academic potential.  They also demonstrate the importance of utilising joint expertise in both language and the target subject.  Let’s hope for more such cross-disciplinary collaborations in the future!

By Aaron Woodcock, Teaching Fellow in English for Science and EAP, ISLI

Let the data do the talking

The InForm conference has always been an active forum for sharing ideas and opinions, but I was particularly delighted this year with the number of talks that openly shared data, results and feedback. In some cases this showed clear trends, in others interpretation was open to discussion and in all cases sharing of data provided additional insight.

In his opening keynote, Associate Professor of Linguistics Michael McCarthy presented analysis of the high frequency keywords ‘point’, ‘terms’ and ‘sense’ in discipline-specific sub-corpora. This showed differences in academic language used by lecturers in different disciplines and clearly illustrated the potential for using spoken academic corpora analysis for tailoring English teaching material for specific disciplines.

Hannah Gurr from the University of Bristol shared student feedback on her foundation English Link class for Mathematics. After hearing of her innovative approach to teaching the course, which involves plenty of interaction including online quizzes and videos, we might expect a rave response from the students to all aspects of the course. Hannah presented the responses in their raw form, and while largely positive, some students still would rather more academic teaching and seem not to value the additional English teaching as much as we might expect. This is something many of us find when teaching our International English or Academic Skills modules despite trying to make it relevant to the student’s subjects, and Hannah’s open sharing of feedback was very welcome in enabling discussion on this.

Sandra Strigel from Newcastle University gave an interesting presentation on raising linguistic awareness of teachers through Content and Language Integrated Learning (CLIL). The intended outcome is often to make sessions more interactive; moving away from extended periods of one-way presentation of information from tutors to students. The feedback that Sandra presented certainly showed that teachers adopting this approach became more aware of language issues and the student experience, as well as being more reflective. What was equally interesting was the information that was missing, and Sandra openly highlighted that the long term impact of this approach on student attainment has not yet been looked at in the studies she’s aware of. So, while it may be relatively straightforward to evaluate different teaching methods in terms of student experience, perhaps the real challenge is evaluating in terms of attainment.

It’s exciting to hear of the research that’s happening. The frank and open presentation and discussion of findings is of great value to the IFP community, particularly as it enables individuals to draw their own conclusions.

By Dr Mark Peace, Senior Academic Tutor IFP, ISLI, Chair of InForm Editorial Board

Using learning technologies can boost academic success

A number of presenters at the conference showed how using learning technologies effectively can enable students to learn discipline-specific vocabulary in order to overcome language barriers that can prevent them from understanding taught content. Moreover, learning technologies also prime students to employ study skills and criticality (transferable skills which facilitate learner autonomy and ultimately foster wider academic success).

Teaching discipline-specific vocabulary characteristically involves helping students notice the meaning, use and form of language then record and memorise it effectively; here, I felt the conference presenters provided a broadening outlook on how learning technologies can facilitate the learning of vocabulary and encourage proactive, reflective and motivated students. Hannah Gurr from the University of Bristol showed how the online tool Quizlet was notable for the way in which it helps her and, more importantly, how it can enable students themselves to tailor the learning of vocabulary to individual needs. Moreover, it gives students the scaffolding they need to prioritise what to learn and to break learning down into manageable chunks.

Corpus websites are not often designed with lower level language learners in mind, and so it was good to hear about more student-centred online platforms that can help students analyse language patterns specific to their chosen discipline. Dawn Knight (Senior Lecturer in Applied Linguistics at the University of Cardiff) has co-created WordWanderer, which promises to be a user-friendly way for students to examine different aspects of discipline-specific vocabulary. Visual learners in particular are likely to find it helpful. Megan Bruce of Durham University demonstrated how centres that build a corpus based on academic texts written within their own institutions can then create tailored corpus–based teaching and learning activities, which can help students focus on the key features of subject-specific academic writing. This also lends well to giving students a sense of belonging to their academic community. Both sessions, like many others, helped to frame stimulating discussions on how to give students more meaningful practice as well as a sense of ownership over their learning both in and outside the classroom.

By Mariama Sheriff, EAP Pre-sessional Tutor (ISLI, summer 2016) and Foundation Tutor at the University of Oxford Brookes.

Conclusions

It may seem, on the surface at least, that there’s little consensus on how best to support the learning of discipline-specific vocabulary. However, lack of consensus tends to lead to diversity of opinion, experimentation and debate, as illustrated by this blog post. As long as this is open, evidence-based and T&L-driven (which it was at InForm 2016), IFP students here at Reading and around the UK can only benefit.

It’s time! Viva Day – By Heike Bruton, Research Assistant and PhD Researcher

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There can’t be many more nerve-wracking oral exams than the PhD viva. A several-year build-up –and then… what? To give research students an impression of what’s it actually like on the day, Dr Carol Fuller from the Institute of Education has produced a short, entertaining and informative video. Using some Teaching and Learning Development Fund (TLDF) money, Carol, who is Director of the Institute’s EdD Programme, has teamed up with film maker Henry Steddman – a UoR alumni — to provide reassurance to potentially anxious candidates. Starring some IoE colleagues as well as professional actors, the video thankfully stays clear of vague and meaningless advice often found in self-help type viva-survivor tips, such as ‘just be yourself’ (which is fine if your self is a confident academic on top of your game, not so much if it’s a nervous wreck. As Father Ted says to Dougal: never be yourself! That’s just something people say!)

So how should you be, then? First, let’s remember the cornerstones of the situation you’re in here:

  • You’re the expert on your thesis
  • The examiners have read your work thoroughly…
  • ….and they’re keen to discuss it with you.

On viva day:

  • dress smartly
  • refer to your thesis
  • keep eye contact
  • if unsure, ask questions
  • stay hydrated
  • ….try to relax!
  • at the end, if you’re asked whether you’d like to add anything, take the opportunity.

Then, you’ve done all you can for now, and there’s no more to than just wait, until… it’s time!

Hopefully, you’ll get the desired result, and will be awarded the degree of Doctor of Philosophy! Congratulations!

If UoR PhD’ers and EdD’ers find the video useful, Carol is keen to hear their feedback – via any means possible, be it the YouTube comment box, on Facebook or twitter, or via email.” It’s a good way to give students access to an easy-to-use resource”, says Carol. “If students tell us they like this video clip, we can make the case for funding to make more such short films, for example on epistemology or methodology.”

What do you and your students think of Carol’s video? Have a watch here:

https://www.youtube.com/watch?v=a3hnu2aq8P4

post authored by:

Heike Bruton | Research Assistant and PhD Researcher | University of Reading, Institute of Education, London Road Campus, building L33 room 115, 4 Redlands Road, Reading, RG1 5EX | + 44(0) 118 378 2645 | h.bruton@reading.ac.uk | http://germanintheuk.com/about/  | https://twitter.com/HeikeBruton

Improving student engagement with resources using online Reading Lists

By edwardwhite Comment Closed

Students engagement with recommended academic resources is key to developing a deeper understanding of their discipline and, ultimately, a more satisfying and stimulating educational environment. Seamless access to resources cited on reading lists has been much improved over the last 14 months with further investment in Library e-resources and the implementation of the Talis Aspire Reading Lists system across the University. But access to resources does not necessarily equate to improved engagement with them. So how can we improve student engagement with scholarly resources? Additional functionality within Talis Aspire lists may offer solutions for both students and staff.

We now have over 2,200 lists on the system from 2015-16 and 2016-17, representing 1,400+ modules taught across the University. Over 128,750 items have been linked to these lists (79,000 of which are cited on published lists). With such a vast amount of materials recommended to students, learning how to manage academic reading, develop effective note taking and time management techniques are key to effectively and meaningfully engaging with a wide range of resources to support their studies.

Making use of the additional functionality offered by Talis Aspire offers students the opportunity to:  Additional list functionality

  • prioritise reading order (by sorting items by ‘importance’, where they have been marked up as ‘essential’, ‘recommended’ or ‘further’ reading by the module convenor/list publisher)
  • allocate a ‘read status’ to items (e.g. ‘Have read’, ‘Will read’, ‘Reading now’, ‘Won’t read’)
  • make notes – accessible only to them  – on the resources they have read (see screenshot, right)

Encouraging your students to use their reading lists in this way will not only encourage the development of key study skills but will also enable tutors to address any issues or concerns arising at point of need, via the dashboard facility.

The dashboard provides academic staff with an overview of student ‘read statuses’, the number of notes made against each resource and provides a summary of page views (number of times your list has been viewed in total), number of ‘clicks’ (number of times a students has clicked through to an item on the list), number of annotations (what read statuses have been used or notes made (though the content of these notes remains accessible only to the note maker).

The advantages of this are:

  • tutors can see at a glance which resources have been viewed most frequently on the list
  • potential issues relating to resources marked as ‘won’t read’ or those infrequently viewed can be addressed at point of need, e.g. if a resource needs further explanation this could be incorporated into the next seminar/meeting with your students Dashboard for staff

Screencasts are currently in development for both students and staff to assist with using these additional functions.

If students are encouraged by their tutors to make greater use of this additional functionality, the analytics which can then be drawn from this activity will help inform the way certain resources are presented within your modules and, it is hoped, encourage students to engage further with the cited resources, whilst developing key study skills.

Study Advice have produced a guide on managing academic reading and effective note taking, which can also be promoted to students to help develop these skills.

For further information about all aspects of the implementation of Reading Lists, please email Kerry Webb, Talis implementation project manager.

University Teaching Fellows – Reflecting on the community by Katja Strohfeldt

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With the start of the new academic year it is always a good idea to reflect on current practices and plan the year ahead. As the incoming chair for the Community of Practice (CoP) of University Teaching Fellows (UTF) I found myself reflecting on the identity and the purpose of this group.

What is the Community of Practice of UTFs?

It could be summarised as a growing community of staff members (academic and non-academic) who are enthusiastic about varying aspects of teaching, innovation and excellence. The University recognises each year a number of staff members for their excellent work in the area of T&L by appointing new UTFs.

Many congratulation to the new University Teaching fellows 2016-17, who recently joined the community:

  • Dr Laura Bennett – School of Law
  • Dr Philippa Cranwell – School of Chemistry, Food & Pharmacy
  • Dr Andrew Charlton-Perez – School of Mathematical & Physical Sciences
  • Dr Rhianedd Smith – University Museums & Special Collections Services
  • Dr Rachel Pye – School of Psychology & Clinical Language Sciences

I was actually thinking back to the time when I joined the group and we started having regular CoP lunch meetings, where there were only a handful of us meeting for a sandwich lunch (yes I am so long at the University already). It makes me feel very proud being part of a community which has grown quickly – in number and reputation. One of the strengths is its community spirit – everyone is able to draw on each other’s knowledge and experience from areas across the University. We meet in an informal setting and it is a great way to meet new people from across the University and make contacts.

What is my steer for the coming year?

Following on from my excellent predecessor Helen Hathaway – Helen thank you very much for being an excellent chair to the community – I decided to have an overarching theme for this academic year. I would like to explore further how the University utilises their UTF community and how we can give the group more of an identity and input in strategic areas. For this reason I have invited Prof Gavin Brooks (PVC for T&L) to our first meeting in the autumn term in order to give us a platform to discuss how the Senior Management Board sees our role. I hope that more detailed plans come out from this meeting, but the spring term meeting certainly sees the launch of the new UTF application process, with the summer term meeting welcoming our new colleagues.

Are you interested in becoming a UTF?

If you are interested in applying to the UTF scheme than I would suggest that you plan ahead. Have a look at the application form and identify areas where small tweaks might make a great impact. At this time of the year, you might be able to adjust your teaching or achievements in a way that you can apply to the UTF scheme with confidence. I suggest you get in touch with CQSD sooner rather than later and see if you can be matched with a mentor – this is another great way to meet new people. The new scheme will start off with a showcase lunchtime session, but I suggest you start thinking about it now and you are always welcome to also contact me.

Details of the 2017 UTF scheme will be announced in the new year.

“Does size matter” or “how large is large”? by Katja Strohfeldt

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Teaching of large cohort sizes is becoming more and more prominent at Universities. Many colleagues will have experienced this and also faced the challenges which come with teaching large class sizes. I am delighted that the University decided to support our research into large class size teaching with the special aspect of diversity. Rachel Pye (Psychology) and myself (SCFP) busily started to gather data and information. There was one question I raised quite early after starting this Teaching and Learning Development funded project: “How large is large?” Looking back at my own experience of being an undergraduate student in Germany, I attended my Part 1 lectures with around 800 other students. Is this a large class size? One aspect of these lectures became quite clear to me: Whilst we certainly started with 800 students at the beginning of the semester, by the end only a fraction were regularly attending lectures.

Objectives:

  • What are the students’ expectations on class size at University?
  • Explore the students’ experience within large class sizes especially in diverse cohorts.
  • Develop a toolkit, which provides easy access to tools and tricks to help with large class size teaching.

How large is large?

Everyone will have their own opinion on how many students you would expect to teach in a large class size at the University. This is probably very much dependant on your own experience and your subject area. I would suggest you think for a moment about your own experience before continuing to read this blog…

We wanted to know what the students think, especially from those who had just newly started the University. We have surveyed around 800 students in our first year of the project. The Part 1 students were asked to fill in the questionnaires shortly after they arrived at University, Part 2 and 3/4 students followed. We also run some focus groups with Pharmacy and Psychology students, as both courses have a very interesting diversity profile.

It was very interesting that the Part 1 student gave very similar answers, independent of their course. Part 1 students defined a large class size with around 100 students. In contrast to this our focus groups showed that small classes were expected to accommodate around 6 students, similar to their A-level teaching groups. It is very interesting to see that Part 2 and 3/4 students consistently gave a lower answer for large class sizes. The more experienced students defined a large class size accommodating around 80 students. Again, this number was independent of the course the students were studying.

In summary, it was interesting to see that Part 1 students expected a higher number of students in their large class size teaching, than Part2/3/4 students. We hypothesize that experience of the latter group of students at University level being exposed to seminars, tutorials etc influenced their perception.

Does size matter?

The answer is probably yes and no. Our preliminary data has clearly shown that students expect being taught in large lecture theatres with many others when they come to University. Even looking at diversity as a factor does not change this expectation significantly. This would mean size doesn’t matter. Nevertheless, our preliminary data has also shown that size matters, in regards to teaching styles. Investigating expectations, anxiety levels and other aspects, indicate that students are prone to disengage easier in large classes. Students feel less noticed, more anonymous and have less of a chance to ask questions. Understanding and acoustics can also be a hurdle.

Quo vadis?

The next steps we have planned is to undertake interviews with staff members and undertaking the questionnaires with students in Parts 1, 2 and 3/4, especially focussing on students from the previous cohort who entered Part 2 now and expanding the study to other courses. The main aim is to develop a toolkit, which will be easily accessible to everyone.

More information will follow shortly. No doubt we will be in touch with many of you again and really hope you can support us. If you have any questions in the meantime, please email us (k.strohfeldt@reading.ac.uk) or follow us on Twitter @largeclassHE.

Development of a History Education module

By edwardwhite Comment Closed

Dr Elizabeth Matthew, School of Humanities
e.a.e.matthew@reading.ac.uk
Year of activity: 2012/13

Overview

A collaborative project between the Department of History and the Institute of Education developed an innovative module in History, History Education (HS3HED), allowing Part Three students to test and develop their interest in teaching by undertaking and reflecting on a two-week subject-specific placement in a local secondary school. The module has been successful in improving students’ employability, and has been highly praised by students and external examiners.

Objectives

  • Enable students to test and develop their interest in careers in History Education by applying their skills and communicating their knowledge in local schools.
  • Enhance student employability by giving students an advantage in the competition for Initial Teacher Education (ITE) places, while developing a wide range of presentational, organisational and interpersonal skills highly valued in other areas of graduate employment.
  • Broaden students’ academic experience by introducing pedagogy outside their own discipline.

Context

Recent changes within secondary education have increased demand for well-trained teachers of History. The module has encouraged students to take advantage of this opportunity. A third of University of Reading History graduates in further study now enrol on PGCE courses.

Implementation

The module was developed through collaboration between the Department of History and the Institute of Education, with an awareness of the skills that need to be demonstrated when competing for an ITE place and the requirements of secondary schools.

The Institute of Education contacts local schools to seek placements for students. The number of placements that are able to be offered determines the number of students able to be enrolled on the module. As a result, unlike a typical module within the Department, recruitment to HS3HED is conducted by interview. All applicants who complete the application process receive an interview. Regardless of outcome, applicants are offered the opportunity to receive feedback on their interview.

In pre-placement seminars, students are introduced to lesson-observation skills, secondary teaching strategies, and pedagogy characteristics of ITE, with these sessions being highly participatory. Seminars led by staff from the Institute of Education provide students with information on getting the most out of their placements, lesson planning, and the current secondary curriculum.

Originating in a Faculty of Arts and Humanities Teaching and Learning ‘Think Space’ funded project undertaken by Elizabeth Matthew (Department of History) in 2011 to enhance employability in History, the module was further developed in collaboration with Richard Harris and Elizabeth McCrum (Institute of Education), who contributed their knowledge of secondary education and awareness of the skills that need to be demonstrated when competing for an ITE place.

The Department of History seeks placements for students through the Institute of Education’s contacts with Initial Teacher Education Coordinators in schools in Reading and the surrounding area. The number of placements offered each year determines the number of students able to be enrolled on the module. As a result, unlike a typical module within the Department, HS3HED has selective recruitment. All applicants who complete the application process receive an interview. Unsuccessful applicants are offered the opportunity to receive feedback on their interview.

In pre-placement seminars, students are introduced to the organisation of the module, lesson-observation skills, secondary teaching strategies, pedagogy characteristic of ITE, and the assessments for the module. Highly participatory seminars led by staff from the Institute of Education advise students on the secondary history curriculum, lesson planning, and how to get the most out of their placements. Post-placement seminars in the Department of History provide additional advice on assessment.

On placement, students observe and assist the delivery of lessons. To increase the variety experienced by students, partner schools are encouraged to include a wide range of year groups, and a few lessons in subjects other than History on the students’ timetables. Schools help students identify a topic and target class for an independently researched and planned lesson, for shared delivery with the student’s placement supervisor. The supervisor also gives each student an hour’s mentoring support each week.

Students are assessed by: a placement log, in which they analyse their lesson observations; a report on their independently researched and planned lesson; and delivery of an oral presentation on their placement experience and its impact on their career development. In addition, students are graded by school supervisors in four aspects of performance on placement, with this assessment being given least weighting to prevent disparities in grading standards from skewing final results.

Impact

Results on the module have been consistently high, though this is partly a reflection of its selective nature. Greatly encouraging is the enthusiastic feedback received from students on the module: in 2014-15 11 out of 12 student rated it as being ‘Excellent’ in formal feedback collected by the Department, while students also give positive feedback through informal channels. The module has been praised by external examiners for its innovation and quality of assessment feedback. In improving student employability in education the module has been similarly successful: 6 out of 7 students applying for ITE after taking the module in 2012-13 were successful in gaining PGCE or School Direct places.

Reflections

The selective recruitment to the module means students experience participation in a selection process. As interviews are a key aspect of the application process for ITE places, as well as for wider graduate employment, this is a valuable skill to develop, and the feedback offered supports this.

The different forms of assessment ensure students engage with the module, learn in depth, and develop the skills to demonstrate this. Having students complete a placement log requires students to learn about and reflect on a number of key aspects of teaching and learning, while their report on their independently researched and planned lesson requires them to reflect upon how they have applied their learning. The oral presentation allows students the opportunity to demonstrate their critical thinking, and also the communication skills central to the role of teacher. By having their school supervisors grade them, students receive clear and informed feedback on their performance in school. All elements of assessment promote their full engagement on placement.

The principal benefit of the module is that it develops students’ employability skills, specifically those that will give them a competitive edge in competition for ITE places. Through their placement experience students discover how interested they are in pursuing a career in secondary school teaching, and this can be highly beneficial in shaping their plans beyond graduation.

Additional benefits are that the module provides a USP for student recruitment, and has extended the Department of History’s links with local schools, enhancing outreach activities. HS3HED has also created a blueprint for the development of other innovative placement-focused modules, both within History and more widely across the University.

Although contact hours are less onerous, offering this module is labour intensive for the Department of History in terms of coordinating student selection, matching students to placements, liaising with the individual placement providers, marking coursework and examining oral presentations. But given the benefits to students, who enjoy, engage with, and perform well on the module the Department of History believes that it is more than worthwhile. It is hugely appreciative of the vital continuing role played by the Institute of Education in the pre-placement training, and of the support provided by partner schools, particularly the placement supervisors. Their willing and generous participation has been crucial.

Developing our Professional Track

By edwardwhite Comment Closed

Dr Cindy Becker, Literature and Languages
l.m.becker@reading.ac.uk
Year of activity: 2015-16

Overview

During the summer of 2016 we applied for £300 from the funds of Teaching and Learning Dean Dr David Carter and were awarded the full amount. We were keen to develop our professional development scheme for students in the School of Literature and Languages, the Professional Track, and we needed some external, professional input in order to do this.

Objectives

  • To use an intern for 45 hours, asking her to interview alumni and local employers about the scheme.
  • To find out how well the training courses we offer on the Professional Track are meeting the needs of employers.
  • To increase our contact with alumni and local employers for a variety of reasons.

Context

Our Professional Track gives students the opportunity to undertake certified vocational training and skills development courses alongside their degree. We needed an impartial person to find out if the range of training we offer is sufficient; we also wanted to gain interest for our planned Professional Board, an advisory team for our professional development activities.

Implementation

Our Professional Track and Placement Facilitators (Sarah Mills and Lucy Stone) prepared the way by making some initial contact with employers, and together we decided on the questions to be asked. Our intern (a Part Two student) was briefed and she then interviewed our contacts in person, by phone and via Skype. She asked whether our courses were relevant to their area of work and whether we should add more. We learned that there are some skills development areas that we do not currently cover in our training; we also discovered that we need to do as much as we can to help our students network professionally. We were delighted to find some ‘warm contacts’ for future academic placements (i.e. activities in the professional world linked to module learning) and we received offers to give Professional Masterclasses to our students. Having several contacts agree to join our Professional Board has inspired us to move ahead with this.

Impact

Next year we will introduce Professional Track courses in social media, starting your own business, journalism, teaching practices, leadership and project management. We are pleased to learn that all of the courses we currently provide are thought relevant (these include report writing, assertiveness, presentation skills, First Aid, British Sign Language, Marketing and teaching English as a foreign language).

We will stay in touch with the contacts made on the project and other professionals we have been in conversation with over the last year in order to set up our Professional Board, members of which might advise on the development of our teaching in relation to the professional readiness of our students (such as transferable skills acquisition), offer face-to-face support to our students, and get involved in the Professional Track (for example, awarding prizes or speaking at Professional Track events).

We are keen to provide some warm contacts for students wanting to undertake academic or professional placements; this project has allowed us to begin to do that.

Reflections

A relatively modest amount of money can go a long way in helping to move a project forward, but it does need careful planning and plenty of preparation if the money is to be used effectively.

Our intern wrote a full report after each interview and this was crucial in helping us to make the most of the information once she had completed the project.

We would like to do something similar during 2016-17 but we would be more ambitious in terms of our contacts. We would ensure a longer lead time before the interviewing stage of the project began so that we could line up a wide range of contacts.

We plan to keep in touch with the contacts we have made on the project and to use that network to explore more fully the ways in which local professional organisations can be of direct value to our students.

Follow up

Whilst we have found training providers for most of the courses we plan to offer next year, we are struggling to find IT training for our students, so that will be one of our tasks in the coming months. Any advice gratefully received!

Links

Professional Track website

LW2RPP – Research Placement Project

By edwardwhite Comment Closed

Dr. Stavroula Karapapa, Law
s.karapapa@reading.ac.uk

Overview

Research Placement Project (LW2RPP) is a module developed within the School of Law that aims to provide Part Two students with a hands-on experience of the academic research process, from the design of a project and research question through to the production of a research output. It is an optional module that combines individual student research, lectures and seminars.

Objectives

  • To provide students with a hands-on experience of the academic research process, from the design of a project and research question through to the production of a research output.
  • To provide a forum for the development of key research skills relating to the capacity to generate original knowledge.
  • To provide a forum for the development of key skills relating to the presentation of ideas in written form.
  • To give the opportunity to obtain an in-depth understanding of a specific applied topic of legal study.

Context

The module was initially developed as an alternative to Legal Writing Credit (LW2LWC) with a view to offer more optional modules to Law students at Part Two.

Implementation

The module has a unique learning design in that it introduces law students to semi-guided legal research through lectures, seminars and independent student learning. The lectures introduce students to research methods. Seminars are lead by experts in a particular area that have a strong interest in a specific topic because they currently carry out research on it. We have had a variety of topics offered throughout the four years that the module runs, spanning international law, criminal law, company law, media law, family law etc. Students are given the option to choose their group at the beginning of the academic year and to work on topics related to a specific research area.

During the module, students receive formative feedback on two occasions, as they are required to present a piece of preparatory work, such as a literature review or draft bibliography, in their second and third project supervision sessions, with these pieces forming the basis for discussion with their supervisor and with peers. Students are therefore able to use this formative feedback to direct their final output, an assessed essay of 10 pages.

Impact

The objectives of the activity have been met. Students have been acquainted with a particular research area and they have developed skills and some experience on legal research writing. Having colleagues deliver seminars on their current areas of research is valuable, as it showcases the wide variety of research in Law that takes place within the School and the subject more generally, and students respond well to this element of the module. The outputs that students produce have generally been of a good quality, and have demonstrated an ability to use appropriate methodologies to conduct and utilise independent research. Involvement in a research project of this nature at Part Two has been valuable for students to develop skills which they then continue to utilise at Part Three, particularly in their dissertation.

Reflections

The main force behind the success of the module is the contribution of the various colleagues that volunteer every year to offer some classes and group supervision to Part Two students.

Subject specific English, academic, and professional skills for NUIST students in Chemistry

By edwardwhite Comment Closed

Professor Elizabeth Page, School of Chemistry, Food and Pharmacy; Aaron Woodcock, International Study and Language Institute
e.m.page@reading.ac.uk, a.e.w.woodcock@reading.ac.uk

Overview

16399Two complementary modules within the Department of Chemistry, English Language for Chemists (CH3ENG) and Health and Safety and Professional Skills (CH3NUI), were created to support students recruited from the Nanjing University of Information Science and Technology (NUIST) on the BSc Applied Chemistry 3+1 programme.

Objectives

  • Create bespoke modules that would build upon and refine BSc Applied Chemistry 3+1 programme students’ skills for the practice of Applied Chemistry in a UK academic context and future employment.
  • Improve students’ subject-specific English skills.
  • Ensure strong collaboration between the Department of Chemistry and the International Study and Language Institute (ISLI).

Context

While students from NUIST undertake the Pre-sessional English Programme and have access to in-sessional tuition through the Academic English Programme (AEP) within ISLI, these programmes provide an understanding of general academic English, but are unable to provide students with subject specific English skills. For the study of Applied Chemistry students recruited from NUIST require an understanding of a highly specialised lexis and communicative skills suitable for the context of working in a laboratory and writing reports.

Implementation

A strong collaborative approach between the Department of Chemistry and ISLI was taken in order to set up the modules and ensure that the modules were constructed in such a way that best supports students from NUIST. The core design of the modules was undertaken by the Programme Director of the BSc Applied Chemistry programme, the AEP Programme Director, and the Programme Director of the Visiting Student Programme.

Initially a single 20-credit module incorporating health and safety training, professional skills and academic English for chemists was conceived. As this module was developed, however, it was decided that as English language proficiency is a central element of all these components, it would be optimal to divide the module into two complementary 10-credit modules, with tutors from ISLI leading on instruction in English language for academic Chemistry and tutors from the Department of Chemistry leading on health and safety training and professional skills.

Within CH3ENG students were provided with training in Chemistry-specific English language. As CH3ENG was specifically designed in conjunction with CH3NUI, it was able to be mapped onto the module, supporting its delivery and ensuring that students were provided with the language skills necessary to achieve CH3NUI’s learning outcomes. The module sought to improve students’ written and oral communication, as well as their lexis. In terms of summative assessments, students completed a written project, an oral presentation and a class test. In addition to these, students were provided with multiple feedback opportunities from formative assessments across the duration of the module.

CH3NUI provided students with training for working in a UK chemical laboratory and carrying out independent research in a practical-based investigation.  Assessment was conducted through a test on health and safety and risk assessment, the creation of a summary of an article, group work activity culminating in the production of a video and accompanying report, and the writing of a letter of application. In addition, students were invited to receive summative feedback on drafts of their assessments.

Impact

The collaboration between the Department of Chemistry and ISLI produced two successful modules which have eased the transition of international students to studying Applied Chemistry. Student feedback on the modules has demonstrated that students have noticed an improvement in their language, academic, and professional skills.

Reflections

The delivery of successful modules was only possible as a result of the close collaboration that occurred between the Department of Chemistry and ISLI, allowing two strongly complementary modules to be designed. While coordinating across two departments can be difficult to achieve, the efforts of staff members from both ensured that synergy was able to be achieved. Anyone seeking to establish a similar set of modules to aid the transition of international students should be aware that it is necessary to engage in the collaborative process fully with partners across the University.

By collaborating it was possible to ensure that the modules developed in ways that were of most benefit to its students: tutors on CH3NUI were able to regularly feedback to tutors on CH3ENG students’ needs regarding academic English skills, allowing needs to be responded to as they emerged.

CH3NUI prepared students for the expectations of the UK academic and professional contexts, providing skills that will assist students in not only their academic study, but also their careers after graduation.

The use of these modules to develop the skills of students on the BSc Applied Chemistry 3+1 programme has been beneficial across the programme, allowing students to perform confidently and precisely in other modules, and to work well with students enrolled on programmes other than the BSc Applied Chemistry 3+1 programme.

Follow up

Since the first running of these modules there have been some small adjustments made, with some of the learning outcomes originally within CH3ENG being assigned for coverage by CH3NUI, allowing CH3ENG to focus primarily on developing students’ communication skills. Assessment on CH3ENG has also been refined, with the written project being replaced by three written tasks, allowing students access to increased opportunity for feedback.

Classics Special Options: research-led teaching

By edwardwhite Comment Closed

Dr Katherine Harloe, School of Humanities
k.c.harloe@reading.ac.uk

Overview

11671All options in Classics Special Options (CLMSO) are research-led and arise directly from current research projects of academic staff. Students greatly enjoy learning about topics of current research within the subject, and members of staff report that they find teaching on their specialised topics of research interest very rewarding.

Ojectives

  • Utilise current research within the Department of Classics to offer students topics that are at the forefront of research within the topic.
  • Introduce postgraduate taught students to advanced research in Classics on two topics.
  • Provide students with access to primary and unpublished materials in order to allow them to engage with research modelling to develop their views.

Context

CLMSO is a well-established element of postgraduate taught provision within the Department of Classics at the University of Reading, and complements similar research-led optional modules offered at undergraduate level. Providing the module means that the current research of staff within the Department of Classics can have a direct and identifiable link to their teaching.

Implementation

Members of staff are asked to offer two research topics, with the understanding that only one of these will be run in relation to demand. Staff create a description of their topic and a preliminary bibliography, and these are used to advertise their topic. In order to ensure balance across the Department of Classics, the Department Director of Taught Postgraduate Learning is responsible for approving the options that staff offer. As a result, a diverse profile of topics across the research interests of the Department can be guaranteed.

Students enrolled on CLMSO will do two topics: for each they select a first and second choice. Generally it is attempted to avoid situations in which only one student will be taking a topic, but on occasion it is necessary to do so. In such situations, the contact hours are able to be run in a manner more akin to dissertation supervision, with the student able to gain directed feedback as they write their extended essay.

The seminars of CLMSO, which are run in the Spring Term, begin with a setting-up meeting, allowing the staff to meet all the students, if they have not done so already, to ascertain the expectations of the students, and to set the learning outcomes from the topic. With small group sizes, it is possible for staff to tailor the teaching of their topic so that it meets the expectations of the students, while still ensuring that the learning outcomes are met.

For assessment in each topic, students produce an extended 4000 word essay. This is then marked and returned to the students with detailed feedback. The feedback that students receive at this stage is valuable for students’ work on their dissertations.

Impact

The module is consistently enjoyed by students, who have expressed, through formal and informal feedback channels, their appreciation for being able to study topics that represent the forefront of research being conducted in the subject area.  Staff also report that it is rewarding to teach topics related to their current research.

Reflection

Staff often report that they find being able to offer a specific topic in which they have research interests an enjoyable aspect of postgraduate teaching, and particularly value being able to tailor the delivery of their topics to the needs of a small group. By presenting their current research, staff are able to benefit from the activity of structuring and clarifying their research in such a way that allows the topic to be taught.

Students benefit from the increased proximity to the process of research that they are able to gain, offering them access to primary or unpublished materials, and an insight into the process of conducting research. This insight is particularly beneficial to students who are considering moving to postgraduate research after completing their Master’s degree. As the module is taught at postgraduate level staff are able to incorporate more advanced content than is possible at undergraduate level, including trialling material intended for publication and therefore enabling students to observe the link between research and outputs.

The module is workable within the Department of Classics at taught postgraduate level, as there is more scope for flexibility, given the smaller cohort sizes. As a result, while this module design may be replicable within other subject areas with small cohort sizes, it may be more difficult to reproduce in subjects with larger cohort sizes.

As it is not necessary to list the specific options that are on offer each year, the module is easy to administer, as only minor adjustments need to be made to the module description each year.

The principal difficulty of the module has been student disappointment if they are not able to get their first choices of topics. As a result, it has been necessary to reinforce to students that the topics from which they chose are not guaranteed to run, if there is not sufficient demand. In previous years, there were issues whereby students were not sufficiently made aware of the learning outcomes for certain topics. In subsequent years, staff have been asked to set and adhere to clear learning outcomes, with students made aware of these.