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Enhancing Student Success through Curriculum Integration at Koç University

This presentation outlines the transformative changes made to the English language curriculum at Koç University during the 2012-2013 academic year. We aimed to combat monotony in scheduling, integrate skills, and enhance student autonomy and responsibility. Key actions included organizing teachers into committees, streamlining course structure, and creating targeted materials. The outcomes reveal both successes—such as improved scheduling and collaborative approaches—and challenges, particularly in writing organization and teacher implementation. Insights gained are crucial for refining future curriculum strategies.

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Enhancing Student Success through Curriculum Integration at Koç University

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Presentation Transcript

  1. The NewEnglish Language Center Curriculum2012-2013Koç University FOCI Presentation

  2. Outline of Presentation • What We Intended to Change • Principles • Actions Taken • What Worked • What Didn't Work

  3. What We Intended to Change • monotony of schedule • discreet skills → skill integration • variety in classes • autonomy & responsibility of students • students’ sense of inevitable success • standardization / silo effect

  4. Guiding Principles • variety in scheduling • integration of skills • more collaborative approach

  5. Actions Taken We .. • wrote goals (made expectations explicit) • organized teachers into new committees • ordered new books & created material • eliminated track system • designated course leaders

  6. Actions Taken We .. • changed from levels to streams • moved discreet skills / integrated Skills: (80/20) → (20/80) • changed number of hours: 20 → 20 or 28 • created a special group for zero beginners

  7. What Happened: What Worked • two track semester → one complete semester • investment & cooperation • variety in schedule

  8. What happened: What didn't work • organization of writing

  9. What happened: What didn't work • organization of writing • integration: • teachers didn't know what we wanted • teachers didn't know how to implement • institutional memory

  10. What happened: What didn't work • integration: • curriculum committee members: transition • books / class design

  11. End

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