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

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 07-0808-09 20 week course 21 10 week course 41 5 week course2016

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, 19 th August Re-inventing the Tall Building : Alternative Designs and Functions for a Sustainable Future Philip Oldfield Week 2 – Thursday, 26 th August Room Acoustics and Intelligibility Iain Paterson Stephens Week 3 - Thursday 2 nd September What is Renewable Energy? Sean Casey Week 4 - Thursday, 9 th September Sustainability in the Built Environment Ed Cooper

22. 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 ]

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