hea annual arts and humanities conference 3 - 4 … a global learning experience ... // ... hea...

HEA Annual Arts and Humanities Conference 3rd- 4th March 2016

Siân Williams Lund, 2016 1



HEA Internationalising Higher Education Framework1

Activities include:

Fostering an inclusive ethos

enhanced by, and appropriate for, the diversity of the

whole academic community.

Promoting intercultural engagement

underpinned by empathy, sociability and sensitivity to all

forms of diversity.

Enabling a global learning experience

informed by international interactions and/or

perspectives, outward, inward and virtual mobility, cultural

immersion and language acquisition.

1

https://www.heacademy.ac.uk/sites/default/files/resources/internationalisingheframeworkfinal

.pdf

https://www.heacademy.ac.uk/sites/default/files/resources/internationalisingheframeworkfinal.pdf




Further Reading Berry, J.W. (2005) ‘Living Successfully in Two Cultures’ International Journal of Intercultural Relations, 29, pp.697–712 doi:10.1016/j.ijintrel.2005.07.013

Berry, J. W. (2008) Globalisation and Acculturation, International Journal of Intercultural Relations, 32, p328-336.

Berry, J.W. (2009) ‘A Critique of Critical Acculturation’, International Journal of Intercultural Relations, 33, pp. 361-371, www.elsevier.com/locate/ijintrel doi:10.1016/j.ijintrel.2009.06.003

Caruana, V. (2010) The Challenges and opportunities of diversity in university settings, Assessment, Teaching and Learning Journal (Leeds Met) 11, pp. 50-67.

Ganobcsik-Williams (2006), Teaching Academic Writing in UK Higher Education, Palgrave MacMillian

HEA Internationalisation Framework (2014), Higher Education Academy, www.heacademy.ac.uk

Hoppe, M.H. (2004), Introduction: Geert Hofstede’s Culture’s Consequences: International Differences in Work-Related Values, Academy of Management Executive, Vol. 18, 1.

Hyand, F. Trahar, S. Anderson, J. Dickens, A. (2008), A Changing World: the internationalization experiences of staff and students (home and international) in Higher Education, HEA, Escalate, LLAS, http://escalate.ac.uk/4967

Hyland, K. & Hamp-Lyons, K. (2002), EAP: issues and directions, Journal of English for Academic Purposes 1 1–12

Jackson, J (2011), Cultivating cosmopolitan, intercultural citizenship through critical reflection and international, experiential learning, Language and Intercultural Communication, Vol.11, 2, p80-96.

Jiang, X. et al. (2010) Becoming and being an academic: the perspectives of Chinese staff in two research-intensive UK universities, Studies in Higher Education, Vol. 35, 2, p.155-170.

Jones, E. & Brown, S. (Eds.) (2007), Internationalising Higher Education, Routledge.

Jones & Caruana (2010) Nurturing the global graduate for the 21st century: Learning from the

student voice on internationalisation. In Jones, E. (Ed) (2010) Internationalisation and the

Student Voice: Higher Education Perspectives. London: Routledge.

Killick, D., (2015), Developing the Global Student, Higher Education in an era of globalization.

OXON: Routledge.

Reinties et al. (2011) Understanding Academic Performance of International Students: the role

of ethnicity, academic and social integration. Higher Education, Vol. 63 pp 685-700.

Rienties, B. & Tempelaar, D. (2013), The role of cultural dimensions of international and Dutch

students on academic and social integration and academic performance in the Netherlands,

International Journal of Intercultural Relations, 37, p.188-201.

http://www.elsevier.com/locate/ijintrel

http://www.heacademy.ac.uk/

http://escalate.ac.uk/4967



Ryan, J. Globalising the university ‘at home:’ implications and recommendations for the

curriculum, staff and students Date: 5 Mar 2014 Location/venue: University of Southampton

Sam & Berry, J.W. (2006), Acculturation Psychology, Cambridge Handbook, CUP.

Sloan & Porter (2008) The management of English language support in postgraduate business

education: the CEM Model (contextualisation, embedding and mapping)

http://www.heacademy.ac.uk/assets/bmaf/documents/publications/IJME/Vol7no2/IJME7no2

Paper6.pdf

Smith, A. & Khawaja, N.G. (2011), A review of the acculturation experiences of international

students, International Journal of Intercultural Relations, Vol. 35, 6, p.699-713.

Turner, J. (2012), Providing a Space for the socio-political dynamics of EAP, Journal of English

for Academic Purposes, 11, pp.17-25.

Zhang, J. & Goodson, P. (2010), Acculturation and psychosocial adjustment of Chinese

international Students: Examining mediation and moderation effects, International Journal of

Intercultural Relations, Vol. 35, p. 614-627.

Excellent podcasts for examples. Through 29 video conversations, and supported by 13 short

papers which interpret the theoretical basis , 21 staff and students from across campus help

to uncover how the University is learning from internationalisation.

http://www.nottingham.ac.uk/pesl/internationalisation/

Internationalisation websites:

https://www.llas.ac.uk//events/archive/6247 event 2010 with presentation links

http://www.heacademy.ac.uk/resources/detail/internationalisation/ISL_pre_arrival

http://www.heacademy.ac.uk/resources/detail/internationalisation/ISL_Seminars

http://www.nottingham.ac.uk/pesl/internationalisation/video/browse/title/inclusiv887 / The

Impact of Research-based Writing on Student Learning Experience: Issues of Evaluation

Nadya Yakovchuk and Sally Mitchell Queen Mary, University of London EATAW 2011

https://www.heacademy.ac.uk/sites/default/files/resources/internationalisingheframeworkfin

al.pdf

http://www.nottingham.ac.uk/pesl/internationalisation/

https://www.llas.ac.uk/events/archive/6247

http://www.heacademy.ac.uk/resources/detail/internationalisation/ISL_pre_arrival

http://www.heacademy.ac.uk/resources/detail/internationalisation/ISL_Seminars

http://www.nottingham.ac.uk/pesl/internationalisation/video/browse/title/inclusiv887




Shuna Neilson, 2016 5

Academic Literacies at RAIUL 2015-2016

5000 level Research Methods courses in the disciplines

School of General Education Academic Literacies Programme (ALP) GEP 4180 Research & Writing II GEP 3180 Research & Writing I GEP 3100/-1 Transitions: London Calling I & II

_______________________

EAP



COURSE SPECIFICATION DOCUMENT (key points only)

Academic School General Education

Programme: General Education

FHEQ Level: 3

Course Title: Research and Writing I

Course Code: GEP 3180

Student Engagement Hours: 120

Lectures: 45

Independent / Guided Learning: 75

Semester: Fall/Spring

Credits: 12 UK CATS credits 6 ECTS credits 3 US credits Course Description: This course concentrates on developing the students’ ability to read and think critically, and to read, understand and analyse texts from a range of genres. How do you successfully negotiate a path through a sea of information and then write it up? Using essential information literacy skills to help with guided research, this course develops the ability to produce effective and appropriate academic writing across the curriculum. This is the first course in the Richmond academic research and writing sequence. A grade of C- for this course is required to progress to GEP 4180 Research and Writing II. Prerequisites: None

Aims and Objectives:

To provide opportunity for critical and reflective practice in research and writing processes

To provide foundational knowledge of language, convention and good practice in research and writing for academic purposes

To introduce methodological tools that are required in research and writing components across the curriculum and, more broadly, in professional life.

To foster, through effective research, engagement with the cultural, social and political issues under scrutiny.

Learning Outcomes: By the end of this course, successful students should be able to:

1. Demonstrate critical engagement with a range of texts

2. Demonstrate knowledge of language, convention and good practice in research and writing

3. Demonstrate the use of core methodological tools and processes



4. Demonstrate knowledge of themes and concepts selected for scrutiny.

Indicative Content: I. Reading

Information literacy: using and understanding information architectures (e.g. Google; academic gateways); methods for locating knowledge

Critical reading: guided strategies for reading; credibility of information; identifying points of view: reading across a range of genres

Evidence: the role of evidence in research; identification of hierarchies of evidence; effective incorporation of evidence

Introduction to ethical dimensions of research

II. Writing

Argument and logic: practising cause and effect logic; developing assertions with reasoning and supporting with evidence

Academic style and articulation: Following conventions of register, tone and voice; summary and paraphrase

Guided research design: organization of information: received organizational frameworks; working with outlines

Professional presentation and style: working with given formats

Citation: purpose and value of citation to the reader and to the author; conventions of citation.

Assessment: This course conforms to the Richmond University Writing Intensive Assessment Norms approved at Academic Council on June 28, 2012.

Teaching Methodology: Combination of lectures, seminars, group work, pair work, one-to-one tuition, and self-study through electronic media.



COURSE SPECIFICATION DOCUMENT (key points only)

Academic School General Education

Programme: General Education

FHEQ Level: 4

Course Title: Research and Writing II

Course Code: GEP 4180

Student Engagement Hours: 120

Lectures: 45

Independent / Guided Learning: 75

Semester: Fall/Spring

Credits: 12 UK CATS credits

6 ECTS credits 3 US credits Course Description: How do you develop your critical research and writing skills to be effective in the academic and professional arenas? How do you design and structure an argument that is convincing? This course focuses on the principles of good scholarship and academic practice that will be required throughout the students’ studies and in the workplace. These skills are developed throughout the course so that students may, with increasing confidence, produce well-researched writing that demonstrates critical engagement with a self-selected academic topic. This is the second course in the Richmond academic research and writing sequence.

Prerequisites: A grade of C- or higher for GEP 3180 Research and Writing I, or exemption from GEP 3180 due to transfer credit or the Academic Reading and Writing Assessment

Aims and Objectives:

To provide extended opportunity for the application of in-depth critical and reflective practices in research and writing processes

To enable the extension and application of knowledge of convention and good practice in research and writing across academic constituencies.

To develop methodological tools that are required in research and writing components across the curriculum, and, more broadly, in professional life.

To develop, through effective research of academic sources, engagement with the cultural, social and political issues under scrutiny.

Learning Outcomes: By the end of this course, successful students should be able to:

1. Demonstrate understanding of the application of in-depth and reflective practices in research and writing processes



2. Demonstrate ability to deploy appropriate level of language, convention and good practice in research and writing across academic constituencies.

3. Apply methodological tools and processes that are required in research and writing components across the curriculum and, more broadly, in professional life.

4. Demonstrate, through effective research of academic sources, engagement with academic debates around the cultural, social and political issues selected for scrutiny.

Indicative Content: I. Reading

Information literacy: using and understanding information architectures (e.g. academic gateways); advanced methods for locating knowledge

Critique: a questioning, evaluative, active approach to texts; who is an author/what is a text, purposive reading; exploring the context of texts; inference; values awareness of writer’s voice; contextualisation of themes

Reading of academic texts: strategies, reader expectations, finding the shape and conventions of a text; finding meaning

Evidence: the role of evidence; judging hierarchies of evidence; effective incorporation of evidence

Organisation of information: independent selection, classification and processing of knowledge

Development of ethical dimensions of research

II. Writing

Argument and logic: finding, defining, elaborating and defending a position; logical fallacies; cultures of argument

Academic style and presentation: cohesion, register; the role of evidence; identification and hierarchies of evidence; effective incorporation of evidence

Epistemology: concepts of knowledge (as contested, multiple, fluid, contingent on time and culture); critical comparison of texts; knowledge as cumulative and incremental: drafting, processes of reviewing, redrafting a paper

Research design : strategies for outlining, organising and planning a paper, sequencing and sign posting, coherence

Citation: purpose and value of citation to the reader and to the author; conventions of citation

Assessment: This course conforms to the Richmond University Writing Intensive Assessment Norms approved at Academic Council on June 28, 2012.

Teaching Methodology: Combination of lectures, seminars, group work, pair work, one-to-one tuition, and self-study through electronic media.



Further Reading Du Boulay, D., 1999. Argument in Reading: what does it involve and how can students become better critical readers? Teaching in Higher Education. 4(2), pp.147-162.

Hardy, C. and Clughen, L., 2012. Writing at university: student and staff expectations and experiences. In: L. Clughen and C. Hardy, eds. 2012. Writing in the disciplines: Building supportive cultures for student writing in UK Higher Education. Bingley: Emerald Group Publishing Ltd. Ch.2.

Hathaway, J., 2015. Developing that voice: Locating academic writing tuition in the mainstream of higher education. Teaching in Higher Education. DOI: 10.1080/13562517.2015.1026891. [Contact [email protected] for digital copy].

Jenkins, J., 2014. English as a Lingua Franca in the international university. Oxon: Routledge.

Killick, D., 2013. Global citizenship, sojourning students and campus communities. Teaching in Higher Education. 18(7), pp.721-735.

Lea, M.R. and Street, B., 1998. Student writing in higher education: an academic literacies approach. Studies in Higher Education, 23(2), pp.157-172.

Leung, C. and Street, B., 2012. English in the Curriculum – Norms and Practices. In: C. Leung and B. Street, eds. English as a Changing Medium for Education. Bristol: Multilingual Matters. Ch.1.

Lillis, T and Turner, J., 2001. Student writing in Higher Education: contemporary confusion, traditional concerns. Teaching in Higher Education. 6(1), pp.57-68.

Turner, J., 2004. Language as academic purpose. Journal of English for Academic Purposes. 3(2), pp.95-109.

Wingate, U., 2006. Doing away with ‘study skills.’ Teaching in Higher Education, 11(4), pp.457-469.

Wingate, U., 2015. Academic literacy and student diversity. The case for inclusive practice. Bristol: Multilingual Matters.

Wingate, U. and Tribble, C., 2012. The best of both worlds? Towards an English for Academic Purposes/Academic Literacies writing pedagogy. Studies in Higher Education, 37(4), pp.481-495.

Original Reference List compiled for ALP Review by J. Hathaway, edited and expanded by S. Neilson


Christina Healey, 2016 11

Acculturation: a curriculum case

study

Learning across Cultures School of English, The University of Sheffield

“The Module wasn’t designed as a course in intercultural communication. It was intended to get the ‘home’ students thinking about topics like ‘memory’, ‘narrative’, ‘cultural meaning’ and so forth by means of a comparative cultural experience. . . We wanted to offer a course that could sit well in the final year of an English degree. We had the students reading work by anthropologists, cultural theorists, literary writers, and journalists, and we expected them to reference this work when they wrote about their projects.

Richard Steadman-Jones, Course designer and tutor.

The idea for the module arose in 2013 and came jointly from a tutor in the School of English, David Forrest, and an EAP tutor in the English Language Teaching Centre (ELTC), Christina Healey. This idea was then converted into a detailed curriculum plan + resources bank by another School of English tutor Richard Steadman-Jones.

Learning across Cultures was designed as a 20 credit module for undergraduate English Language and Literature students in other words a 1/6 of the year’s credits. https://www.youtube.com/watch?v=oqYUZ7N0CBs shows how this module was presented to prospective students in 2014.

There were three hours class contact a week for eleven weeks. Home and international students met together for two hours every Monday afternoon to share ideas about a range of ’everyday’ topics and to explore the cross cultural aspects of these topics through multi-media projects. The home students also met for one hour a week to discuss the more theoretical aspects of these topics. Assessment for this Module consisted of a multi-media group project, weekly postings on the University VLE and a 1500 word reflective essay.

https://www.youtube.com/watch?v=oqYUZ7N0CBs



For many of the eighteen home students on the module in 2014 this was the first time they had had meaningful interaction with international students. The ten international students were post-graduates from Iraq, China and Vietnam. They were all volunteers and did not receive any academic credit but they did get a formal attendance certificate.

DETAILS OF THE PROJECTS UNDERTAKEN

A particular feature of this module was the use of experiential activities and of aural and visual forms of reporting. Come Dine with Me: Students from the UK, China and Iraq invited each other to dinner at their homes. They made a video of what happened reflecting on the concept of hospitality. Cooking as Performance: This group filmed themselves preparing and sharing meals. They explored of food semiotic ally with an emphasis on the performance of nationality. Pictures of Home: Students shared images both of the places where they grew up and their accommodation in Sheffield. Objects from Home: Five students from different countries created an exhibition of different objects which signified ’home’ – a teddy bear, a plant, a china lamp shaped like a cottage, a piece of sea glass, a Holy Bible, and a Quran Sharif. House, Home and Homelessness: Students from different countries were filmed talking about their sense of what makes a house into a home and the condition of homelessness. Returning Home: Students reflected on the experience of returning home focusing on how they responded to changes that had taken place during their absence. Music and Memories: The members of the group shared songs that evoked memories for them and compared their ways of using music in everyday life.



THE STUDENT PERSPECTIVE

Home students’ comments

“We were set weekly reading tasks as diverse and broad as anything I had encountered. Students were able draw out interesting points for discussion from seemingly inconsequential topics . . . definitely not a doss module.”

“I wanted to explore how international students felt about being in another country.”

“An opportunity to reflect on everyday experiences and to meet new people I won’t otherwise have met . . .

“Sometimes there seems to be a lack of integration between home and international students. Hopefully projects like this will show people we’re all human - and part of one global community”

International students’ comments

“I wanted to integrate into British culture and society.”

“I teach English literature in a university in Iraq. I joined the module because I wanted to know more about the English people and how they think. I experienced some different teaching methods. I have observed how memory and experience can be used in teaching. When I go back home and teach literature I will try and draw upon these concepts.”

“I would like to thank the tutors for giving us the experience of working with home students, learning about cultures.

“Differences in cultures are what make home and international students hesitate to approach each other. If the university could possibly put home students and international students into one group and make us work together that would be great.”

POSTSCRIPT

The third presentation of the Module Learning across Cultures started in the School of English, University of Sheffield, in February 2016. For further information contact:

Dr. Richard D Steadman-Jones, Senior Lecturer School of English, The University of Sheffield. [email protected]

mailto:[email protected]

hea annual arts and humanities conference 3 - 4 … a global learning experience ... // ... hea...

Documents