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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.
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
Existing Level 5 Curriculum
Instructor Initiated Revision
Level 5 Model: 2005-2010
Lecture (10 hrs)
Critical Reading (2 hrs)
Listening and
Note-taking (2 hrs)
University
Transitions (2 hrs)
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
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
CatalystSummer 2012
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
Identification of Trent Distinctives
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
Creation of New Level 5 Curriculum Model
Identification of NeedsO Critical productive skillsO Key receptive skillsO Cross-course coordination of topicsO General academic skills
The Inspired Curriculum Process
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
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
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.
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
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
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.
Delivery
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
Evaluation
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)
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
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
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
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
Revision
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
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
Considering the Implications for Other Levels
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
CURRICULUM
REVIEW
Contact InformationO Glenda Fish, Instructor and
Curriculum Coordinator, Trent-ESLO Email: [email protected]