presessional programme for built environment students
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Presessional programme for Built Environment students. Sandra Haywood, Andrea Sweetman Centre for English Language Education. CELE: English for Academic Purposes. Research Credit-bearing courses Insessional courses Presessional programmes. Presessional programmes. Intensive, full-time - PowerPoint PPT PresentationTRANSCRIPT
Presessional programme for Built Environment students
Sandra Haywood, Andrea Sweetman
Centre for English Language Education
CELE: English for Academic Purposes
Research
Credit-bearing courses
Insessional courses
Presessional programmes
Presessional programmes
Intensive, full-time Year-round 4 entry points 10 weeks Assessed
(gatekeeping)
Mixed disciplines Mixed level (mostly
pg) Mixed nationality
Presessional programmes
Summer term – highest demand Standard 10 week programmes 5 weeks programmes 4 weeks: students with unconditional offers Specialised programmes Total number of students = 450 approx pa Majority register at UoN
Specialised programmes
Development of BE programme
Faculty Liaison project: University-wide Aims:
to identify the academic literacy demands of different disciplines
to investigate the extent to which CELE prepares and supports students
Built Environment selected for in-depth study Aim:
data gathering pool of resources
Data gathering
Online fact-finding Interviews with teaching staff Interviews with students Observations Samples of assignments
One genre unknown to us: ‘studio crits’ Diverse needs: MArch / MSc split
Vital ingredients
Cooperation of staff Support of HoD Key academic contact
Cooperation of students Consent
Two way process
Data analysis
To understand linguistic demands and challenges
To understand specific conventions and expectations For example: studio crit
Need to defend design Need to understand indirect instructions / criticisms,
informal language
Data analysis contributed to:
Presessional programme Insessional course Research papers
Process
Allowed CELE to build up deeper understanding
Allowed DBE to understand what CELE does
BUT considerable time required Data gathering and analysis Building relationships
Significant resource implications
Funding
University of Nottingham’s Teaching and Learning Fund
CELE
Presessional programme development: 1 FTE for 20 weeks
BE Programme development
Consultation with HoD 5 weeksTable: Number of BE students on standard programmes pa
Aim 1 group (max 16 students) Based on standard programme framework
with tailored content
07-08 08-09
20 week course
2 1
10 week course
4 1
5 week course 20 16
Materials Development
Research & Planning
Conceptualisation & Development
Implementation
Reflections
Materials Development : Acknowledgements
Klaus Mundt – Input into oral skills / assistance with
selection of video clips
Dr Cora Lindsay– Development of Reading and Essay
Writing component
Research & Planning
• Access to past assignments - online
• Compiled list of questions : Sent out in advance of
follow- up meetings [ See handout]
• Attended Studio Criticisms : MArch [Urban Design ]
• [Regeneration of a run-down area of Hackney]
Constraining Factors:
• Limited amount of time to produce materials for use in the summer (2009)
• Course Duration : 5 weeks
• Materials – pinned to existing framework of CELE courses
Existing Framework: CELE Presessional Courses
Project (x 5 per week)
Listening & Note-Making (x 1 per week) plus LIVE LECTURE [summer
only]
Discussion & Presentation Skills (x 2 per week)
Reading & Essay Writing (x 4 per week)
Further Considerations• Needs : How can we help students to
reach their target scores in such a short time?
• Entry level : MSc students IELTS 5.5 > 6.00 target
MArch students IELTS 6.0 > 6.5 target
[Cohort intending to study on various programmes within the Dept. of Architecture and Built Environment]
Yet more considerations :
The question EAP tutors inevitably ask :
How far can the EAP tutor [non- specialist] become involved in teaching in areas which may involve subject – specific content / highly specialised vocabulary ?
Live lecture programme:
Week 1 - Thursday, 19th August Re-inventing the Tall Building : Alternative Designs and Functions
for a Sustainable Future Philip Oldfield Week 2 – Thursday, 26th AugustRoom Acoustics and Intelligibility Iain Paterson Stephens Week 3 - Thursday 2nd SeptemberWhat is Renewable Energy? Sean Casey Week 4 - Thursday, 9th September Sustainability in the Built Environment Ed Cooper
Conceptualisation : Oral /Aural/ R&EW Components Topic Language
Focus
Week 1 R&EW Concepts of Design : Compare & Contrast DPS /LN Design : Urban Housing
Week 2 R&EW Cities and Towns Problem/Solution DPS/LN
Week 3 R&EW Supermarkets & Retail Cause/Effect DPS/LN Parks
Presentations [Organisation & Delivery]
Week 4 R&EW Pract. Exam DPS Presentation Pract. [Organisation &
Delivery]
Implementation:
• Overwriting : rather too much material for time frame
• Emphasis : More given to MArch programmes in materials
Reflections :
Student Feedback : Overwhelming majority said they would recommend the course to others Committed tutors - vital Involvement/cooperation & support from B.E. Dept. – vital Development time - vital
Final Reflection: Cooperative, motivated students – 50% unconditional Helpful to track students after Xmas – before reviewing the course