a work in progress the process of revising eap curriculum

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A Work in Progress The Process of Revising EAP Curriculum

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Page 1: A Work in Progress The Process of Revising EAP Curriculum

A Work in Progress

The Process of Revising EAP Curriculum

Page 2: A Work in Progress The Process of Revising EAP Curriculum

Introduction: Who are We?

O Glenda Fish, Instructor and Curriculum Coordinator, Trent-ESL

O Tamara Al-Kasey, Instructor, Trent-ESL, Oshawa

O Trent-ESL is a 5-level EAP programO The Oshawa ESL program is smaller and

newer but equivalent to the Peterborough program

O Level 5 is the “gateway” to regular studies at Trent U.

Page 3: A Work in Progress The Process of Revising EAP Curriculum

Overview of Process: 2005-2013

O Existing Level 5 curriculum modelO Instructor initiated revisionsO CatalystO Identification of Trent distinctivesO Creation of new Level 5 curriculum

modelO DeliveryO Evaluation and revisionO Consideration of implications for

other levels

Page 4: A Work in Progress The Process of Revising EAP Curriculum

Existing Level 5 Curriculum

Instructor Initiated Revision

Page 5: A Work in Progress The Process of Revising EAP Curriculum

Level 5 Model: 2005-2010

Lecture (10 hrs)

Critical Reading (2 hrs)

Listening and

Note-taking (2 hrs)

University

Transitions (2 hrs)

Page 6: A Work in Progress The Process of Revising EAP Curriculum

Instructor Initiated Revisions

O Initially, L5 was just “Lecture,” an integrated skills course

O One-by-one three other skills courses were added as needed

O Eventually the three skills courses were united into one course, but the course was disjointed

Page 7: A Work in Progress The Process of Revising EAP Curriculum

Revised Level 5 Curriculum Model: 2010

Applied Academic Skills (10 hrs)• Integrated skills

University Skills (6 hrs)• Critical reading, listening and

note-taking, university transitions

Page 8: A Work in Progress The Process of Revising EAP Curriculum

CatalystSummer 2012

Page 9: A Work in Progress The Process of Revising EAP Curriculum

Oshawa EvolvesO The Oshawa ESL program would offer a

Level 5 class for the first time in September 2012

O The students would be Science Without Borders students heading to UOIT in January 2013.

O Trent-ESL had never had a group of science students

O The existing program was unsuitableO A decision was made to develop a model

suited to both campuses

Page 10: A Work in Progress The Process of Revising EAP Curriculum

Identification of Trent Distinctives

Page 11: A Work in Progress The Process of Revising EAP Curriculum

What makes us “Trent”?

O Writing conferencesO Trent developed materials – not

textbooks O Lectures by Trent professors as the

starting point for units/essaysO Disciplines and topics that are areas

of specialty at TrentO Strong connections to other

departments at Trent e.g. Academic Skills

Page 12: A Work in Progress The Process of Revising EAP Curriculum

Creation of New Level 5 Curriculum Model

Page 13: A Work in Progress The Process of Revising EAP Curriculum

Identification of NeedsO Critical productive skillsO Key receptive skillsO Cross-course coordination of topicsO General academic skills

Page 14: A Work in Progress The Process of Revising EAP Curriculum

The Inspired Curriculum Process

Page 15: A Work in Progress The Process of Revising EAP Curriculum

The New Level 5 Model

Academic Analysis (6

hrs)

Critical Reading

Listening & Note-taking

Academic Communicati

on (8 hrs)

Academic Writing

Academic

Speaking

University Transitions

(2hrs )

Academic

Calendar

Study Skills

Page 16: A Work in Progress The Process of Revising EAP Curriculum

The New Model: Details

O Includes writing conferencesO Uses lectures by Trent professors as the

starting point for unitsO Shares topics for units (i.e. Academic

Analysis and Academic Communication study the same topic at the same time)

O Uses Trent-developed materialsO Continues relationships with other

departments through University Transitions

Page 17: A Work in Progress The Process of Revising EAP Curriculum

Academic Communications:Writing Assignments

Research skills Trent Library skillsBibliographical skillsFour research projects-Case study-Research Essay-Poster Presentation (group)-Individual Research ProjectConnected to Presentation reqs.Annotated BibliographyPeer EditingImproved in Writing Confs

In-Class Writing

Weekly In-class writingRewritingEssay styleReaction papers(Exam question essay)(Technical writing)Improved in Writing Confs.

Page 18: A Work in Progress The Process of Revising EAP Curriculum

Academic Communications:Academically Speaking

Presentation skills In-progress presentationPower-point Research presentationGroup Poster presentation-Peer evaluation

Discussion skills Weekly Seminars-Depth of topic-Evaluated by participation quality

Communication strategies

Specific Strategies for Seminars-turn taking,-perspective-summarizing-clarification-listening to other participants

Page 19: A Work in Progress The Process of Revising EAP Curriculum

Academic Analysis:Listening and Reading Skills

Critical Reading Assignments to develop CR skillsAcademic Disciplines e.g. Business, ICT, Enviro. Sci., Engineering, Health Sciences Discipline-specific vocabularyDepth of topic feeding into writing assignmentsPrint vs. internet sources

Listening and Note-taking

Public and Trent lecturesNote-taking skillsWeekly assessments

Support of Research Skills

Critical analysis of sources

Page 20: A Work in Progress The Process of Revising EAP Curriculum

University TransitionsTrent Calendar Academic terminology

Trent (UOIT) Academic regulations and policiesAcademic honesty and consequences

University Culture Canadian educational systemTypes of learning and evaluation activitiesClassroom culture

Study and life skills for success

Time management, group work, self knowledge, etc.

Page 21: A Work in Progress The Process of Revising EAP Curriculum

Delivery

Page 22: A Work in Progress The Process of Revising EAP Curriculum

Delivery: Fall 2012O 2 campusesO 1 large mixed group (split into two

classes)O 1 small culturally cohesive groupO 2 curriculum writers (AC/AA)

Unit-by-unit materials creationO 5 instructors

Page 23: A Work in Progress The Process of Revising EAP Curriculum

Evaluation

Page 24: A Work in Progress The Process of Revising EAP Curriculum

EvaluationO Mid-term SWOT (instructors and

manager) O Mid-term evaluations (students)O End of term Focus Group (repeating

students)O End of term student evaluationsO Instructor feedbackO Continuing evaluation (Winter/Spring

2013)

Page 25: A Work in Progress The Process of Revising EAP Curriculum

Instructor Mid-Term Evaluation: Fall 2012

O SWOT evaluation-Liked the shared topics-Liked the Trent-developed materials-Found materials development for AA and

marking for AC time-consuming-Realized that good communication between

the instructors is vitally important--Ptbo: felt a time crunch in AC--Oshawa: needed more hard science

materials

Page 26: A Work in Progress The Process of Revising EAP Curriculum

Oshawa Student Mid-Term Evaluation: Fall 2012

O Requested grammar referenceO Asked for explicit vocabulary instructionO Struggled with non-science writingO Enjoyed seminarsO Felt themselves to be progressing

Population details:-Homogenous cultural group: Brazilian engineers-Level variation-Direct admit students

Page 27: A Work in Progress The Process of Revising EAP Curriculum

Peterborough Student Mid-Term Evaluation: Fall 2012

O Many noted improvements in reading and note-taking

O Some wanted speaking in Academic Analysis

O Many liked trying new writing stylesO Many were thankful for the seminars

and presentationsO Generally seemed to feel that the

materials were directly relevant to regular studies

Page 28: A Work in Progress The Process of Revising EAP Curriculum

Peterborough Student Focus Group: December 2012

O Participants were students who had studied level 5 in both models (i.e. repeaters)

O They loved the new modelO They especially liked studying the

same topics at the same time in the two courses

O They liked the addition of report writing

O Most felt University Transitions should be a separate course

Page 29: A Work in Progress The Process of Revising EAP Curriculum

Revision

Page 30: A Work in Progress The Process of Revising EAP Curriculum

Revisions in OshawaO Additional/alternative units

-mechanical engineeringO Addition of reference grammarO Adaptation of writing assignments

-e.g. technical writing, exam short essay responses, writing with graphics

O Addition of vocabulary support

Page 31: A Work in Progress The Process of Revising EAP Curriculum

Revisions in Peterborough

O Paring down the excess e.g. removed one-week introductory unit

O As new units are developed, the critical reading assignments and note-taking assignments are becoming more focused

O To free up some time in AC, moved the introduction to seminars to UT

O Shifted to weekly assignments in UT

Page 32: A Work in Progress The Process of Revising EAP Curriculum

Considering the Implications for Other Levels

Page 33: A Work in Progress The Process of Revising EAP Curriculum

What does the new Level 5 mean for Levels 1 to 4?

O Winter 2013 we began a process of sharing our findings and experiences with the other instructors

O Currently we are undergoing a curriculum review process for the other levels

O Preliminary decisions: adopt the shared topic approach in all levels, adopt the Academic Analysis / Academic Communication approach in level 4

Page 34: A Work in Progress The Process of Revising EAP Curriculum

CURRICULUM

REVIEW

Page 35: A Work in Progress The Process of Revising EAP Curriculum

Contact InformationO Glenda Fish, Instructor and

Curriculum Coordinator, Trent-ESLO Email: [email protected]