1 / 24

Presessional Programme for Built Environment Students

This programme offers intensive, credit-bearing courses to prepare students for academic success. With a focus on English for Academic Purposes, the programme addresses the specific needs of Built Environment students. Through data analysis and materials development, the programme aims to equip students with the linguistic skills and academic literacy demanded by the discipline. The collaboration between faculty members and CELE enhances the learning experience, ensuring students meet their target scores and academic requirements efficiently. Funding and resource implications are considered for continuous programme development.

maxwell-rasmussen
Télécharger la présentation

Presessional Programme for Built Environment Students

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Presessional programme for Built Environment students Sandra Haywood, Andrea Sweetman Centre for English Language Education

  2. CELE: English for Academic Purposes • Research • Credit-bearing courses • Insessional courses • Presessional programmes

  3. Presessional programmes • Intensive, full-time • Year-round • 4 entry points • 10 weeks • Assessed (gatekeeping) • Mixed disciplines • Mixed level (mostly pg) • Mixed nationality

  4. 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

  5. Specialised programmes • For Business students • For Law students • For Bioscience students • For Built Environment students (NEW)

  6. 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

  7. 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

  8. Vital ingredients • Cooperation of staff • Support of HoD • Key academic contact • Cooperation of students • Consent • Two way process

  9. 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

  10. Data analysis contributed to: • Presessional programme • Insessional course • Research papers

  11. 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

  12. Funding • University of Nottingham’s Teaching and Learning Fund • CELE • Presessional programme development: • 1 FTE for 20 weeks

  13. BE Programme development • Consultation with HoD • 5 weeks Table: Number of BE students on standard programmes pa • Aim  1 group (max 16 students) • Based on standard programme framework with tailored content

  14. Materials Development • Research & Planning • Conceptualisation & Development • Implementation • Reflections

  15. 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

  16. 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]

  17. 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

  18. 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)

  19. 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]

  20. 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 ?

  21. 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 August Room Acoustics and Intelligibility Iain Paterson Stephens Week 3 - Thursday 2nd September What is Renewable Energy? Sean Casey Week 4 - Thursday, 9th September   Sustainability in the Built Environment   Ed Cooper

  22. Conceptualisation : Oral /Aural/ R&EW Components Topic Language Focus Week1R&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]

  23. Implementation: • Overwriting : rather too much material for time frame • Emphasis : More given to MArch programmes in materials

  24. 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

More Related