Documentation:Vantage College Curriculum/Content and Language Enrichment Tutorials

From UBC Wiki
Revision as of 02:27, 22 January 2014 by AlfredoFerreira (Talk | contribs)

Jump to: navigation, search

Vantage Science Curricula proposal(s)

This page is used to develop the UBC Vantage College Science Project. The sections below are drawn from the course content forms that are required for submission to the UBC curricula committee. Our deadline for putting together this curricula proposal is January 2014. We will likely need to create at least two different curricula proposals (one for the tutorials, and one for the project) to cover the Vantage College science program elements described below.--Joannealisonfox (talk) 15:09, 16 December 2013 (PST)

Vantage College Science Program Elements

"Enrichment tutorials" course associated content and language support for Vantage College students

“Base Camp” By starting the week with a common colloquia delivered by Vantage College faculty, we can contextualize each week and introduce cross-cutting themes in a SCIE001-like shared classroom experience. Faculty from each of the core disciplines would be present during the colloquia sessions. The common base camp activity would be followed by a breakout session where 25 students are mentored by 1 faculty.

“Science Labs” By scheduling an common 1.5hr/week tutorial associated with the core disciplinary courses, we can create a cross-disciplinary environment where existing course content can be reviewed/solidified based on cross-cutting themes in a SCIE001-like shared classroom experience. Faculty from each of the core disciplines would be present during these sessions.

“Project Labs” Phase 1: transition to university, extension of Jumpstart, social programming, study skills. Phase 2: Student capstone project/presentation that culminates in the summer terms.

Content and Language Enrichment Tutorials

"Enrichment tutorials" course associated content and language support for Vantage College students

Description

     Proposed Calendar Entry: (40 word limit.)

proposed course codes =

VANT 140 Enriched tutorials proposed course numbers = VC110(1-6), VC120(1-6), variable credits

Action: Create New Course

Rationale for Proposed Change:

In UBC Vantage College as in many undergraduate programs across UBC, international students who are not native speakers of English can greatly benefit from content-course-specific supplementary academic English instruction, especially instruction that, on the one hand, is highly tailored to a specific content course and, on the other, is sufficiently well-grounded pedagogically to build the students' capacity for using English to mediate academic English in contexts beyond the "parent" course. As outlined below, the Content and Language Enrichment Tutorial fills this gap by introducing a principled pedagogical framework for engaging with content-course material. Organizationally, the Tutorial draws attention to the language of key course topics in a time-sensitive manner, just as the topics are introduced in the parent course. Crucially, attention to the language in the Tutorials extends beyond description of how language is used to construct disciplinary knowledge to encompass informed reflection on the wider practices in which the knowledge is situated, the critical framing of these knowledge practices, and the students' motivated transformation and transfer of these practices to other contexts. In this way, this pedagogical innovation scaffolds key learning outcomes such as students' ability to understand how ideas and experiences are represented in disciplinary content, how the construction of disciplinary knowledge claims are negotiated interpersonally, and how academically-valued texts are organized for interpretation by specific communities. Another key learning outcome of the Tutorial is an expanded capacity for students to recontextualize content-course knowledge for non-specialist audiences.

In principle, the Content and Language Enrichment Tutorial is a one-credit course; however, in cases of this course supporting two or up to three related content courses, the number of credits assigned can be two or three, respectively.

Course Information

      A.Expanded course description, (including: rationale for course, intended users, # of students
      B.Course objectives (What concepts or topics will be covered?) 
      C.Potential instructors (list of potential instructors and their suitability and readiness to teach)

Course Description and Objectives

This course combines engagement with content topics from a full-credit undergraduate "parent" course and tailored instruction in academic English with the aims of significantly enhancing the quality of undergraduate, international students’ understanding of and engagement in knowledge practices introduced in the course, and building students' autonomy as apprentice scholars. The enhancement of students’ knowledge-building practices across contexts is achieved by drawing attention to the links between key milestones in the knowledge practices of the relevant discipline (such as advancements in theory, method, and empirical investigation that typically organize course syllabi) and the ways these disciplinary milestones are instantiated in English.

The course schedule is organized on the basis of the ordering of specific materials (such as videoed lectures and lab procedures, or course readings) in the parent content course. This organization affords enhancement of students’ content knowledge using insights from applied language study in parallel with the introduction of the specific content foci in the relevant content course. Although specific uses of the course material will vary in individual course meetings, tutorial activities encompass recursive forms of engagement with the course material, including: (1) situating the course material within networks of everyday lifeworld, professional, and imagined practices; (2) deconstructing the text’s meaning in context by making explicit how the meanings at stake link to specific language choices that make up the text (see below); (3) critically re-framing the material from its grounding in situated and conventionalized practices; and (4) transforming the material by consciously selecting meanings from it and transferring them to other contexts. While reading, writing, and various arrangements for group discussion are regular features across these recursive processes in the course, focal expressions of (4) transformed practice are oral presentation and discussion management.

The basis for linking content-area knowledge with language, as in (2) above, is the increasingly well-recognized understanding of the role of language in content learning. It is well known that we gain knowledge through language (and in some cases, supplementary modalities such as mathematics). A complementary practice advanced in this course is that of using language as a resource for interrogating and understanding how content-area knowledge works, and, by extension, how it can be transformed. That is, explicit, functional knowledge of language is used to deconstruct, reconstruct, and recontextualize disciplinary knowledge. The functional approach to language makes explicit the links between language choices and their contexts of use through three interdependent functions of language, that of representing content, positioning people and knowledge socially, and organizing coherent messages. This systematic approach helps ground understanding and discussion of the complex links between language and content-area knowledge. In so doing, it helps scaffold students’ life-long capacities for building, interrogating, and recontextualizing knowledge.

Course Instructors

The course is developed through close cooperation between content-course instructors and the enhancement tutorial facilitators. The facilitators are experienced instructors in English for Academic Purposes with a strong preparation in the analysis of academic discourse.

Course Format

The Content and Language Enrichment Tutorial is a face-to-face course with important aspects of instruction to be flipped. As the Tutorial meets for only one hour per week per parent course, it is vital that the meetings be used for engaging interactively with the material. In the typical class, therefore, the students are asked to review an analysis of a selected text (e.g., video of part of a lecture, or extract from a course textbook) to scan the general functional profile of language in that text, and also to understand, through the sample text, the specific function of language that is in focus that week. Thus, by and large the "explicit" instruction on language in this course is given as homework, flipped. These materials are available to students through Connect, with annotatable videos being offered through CLAS. Let's imagine this week the focus is the function of hedging knowledge claims in the presentation of the results of a well-known experiment. In the subsequent class, students' observations and questions about the model analysis are addressed in small groups and, if necessary, the full class. This is followed by discussion that aims to situate the focal text and language function as practices located within a situated context of knowledge construction; as a practice it can also be understood in relation to students' own lifeworlds within and beyond academia. Having explored the focal function as situated practice, the group can consider variations in its use, a process that draws students into critically reframing expectations and conventions associated with the practice. Students are then encouraged to recontextualize the focal practice to situations and contexts that are relevant to them, with particular attention given to how variations of hedging in this case emerge in accordance with the new social contexts to which they are applied. In this arrangement, approximately equal class time is given to situated practice, critical framing, and transformed practice.

      (How is the course structured  (e.g., method of presentation of course material,  
      labs, tutorials, Connect, active learning, field experience etc.? 
      What amount of time is devoted to each approach?)

1hr/week per course content enrichment tutorial and 1hr/week per course language support tutorial; could include 1.5hr week common lecture format here (cross-cutting themes)

What would Day 1 look like?

  • study groups
  • presenting to each other
  • reading to extract main points

Schedule TBC

One cohort of 75 students follows Tuesday workshop schedule below, the other 75 students have the same pattern of workshops on Thursdays; different sections based on standard timetables

  • Some of these courses** have tutorials already and we may not need to propose additional workshops
Tues Thurs
Term Course Class Size Day Time Room Term Course Class Size Day Time Room
T1 Math 100 3 x 25 T 0800 IBLC185 T1 Math 110** 3 x 25 R 0800 IBLC185
T 0900 IBLC185 R 0900 IBLC185
T 1000 IBLC185 R 1000 IBLC185
T1 Phys 107** 2 x 38 T 1400 IBLC185 T1 Phys 107** 2 x 38 R 1400 IBLC185
T 1500 IBLC185 R 1500 IBLC185
T1 Chem 121 2 x 38 T 1600 IBLC185 T1 Chem 121 2 x 38 R 1600 IBLC185
T 1700 IBLC185 R 1700 IBLC185
T2 Math 101 3 x 25 T 0800 IBLC185 T2 Math 110** 3 x 25 R 0800 IBLC185
T 0900 IBLC185 R 0900 IBLC185
T 1000 IBLC185 R 1000 IBLC185
T2 Phys 108 2 x 38 T 1400 IBLC185 T2 Phys 108 2 x 38 R 1400 IBLC185
T 1500 IBLC185 R 1500 IBLC185

Course Schedule

      (A tentative schedule of the topics to be covered on a weekly basis)

Different sections, based on different standard timetables.

Learning Outcomes

     (What skills or knowledge will students acquire?  Phrased as bullet points following the statement “By the end 
      of the course, students will be able to…”.  Learning Outcomes should be linked to assessments.)

Category 2: Effective communication

Reading: study skills, scientific texts, journal articles, textbooks

  • Given an article from a scientific journal or textbook, the learner will be able to employ critical text analysis to discern, summarize and evaluate the main points and be able to propose evidence to believe or disbelieve the argument or hypothesis being advanced.
  • When presented with verbal, graphic or symbolic representations, the learner will be able to translate between them.

Writing Skills

  • When communicating science through writing for either the specialist or non-specialist, the learner will be able to to define, describe, explain, argue, debate, and discuss concepts, procedures, phenomena, and issues in math and science as appropriate for first-year science.
  • When writing for the specialist or non-specialist, learners will use a clear and appropriate structure, a recognizable, valued scientific voice, and clear, tractable evidence, reasoning, and argumentation.
  • When needing evidence and references from outside sources, the learner will be able to access and appropriately cite sources of relevant information from the library & other resources.

* When conducting an experiment in a laboratory,the learner will be able to report the results of the experiment in a clear and concise manner, while maintaining up-to-date laboratory records.

Oral communication skills

  • When describing a scientific or mathematical concept, or the results of a scientific investigation, the learner will be able to recall and communicate orally complex technical information in a clear, concise manner.
  • The learner will be able to give a short talk on a course-related concept, including historical background, to a specialist or non-specialist audience. The skills encompass clear, logical and engaging monologue using multimedia resources as well as discussion management during question-and-answer periods.
  • The learner will be able to engage dynamically in oral discussions in a range of formats, including pair- and group-work with peers, participation in exchanges with the professor during lectures, online video conferencing, and formal and informal reporting to small and large groups alone and in groups.

Assessment Criteria and Grading

      (Is the course graded on a numeric (percentage) or pass/fail basis?  
      What assignments, mid-terms, or exams will be required of students?  
      How do the course assessments fulfill the stated learning outcomes?  
      What will each component of the course assessment be worth (mark breakdown?)  
      What will be the criteria? Include grading rubrics for non-exam based 
      assessments such as oral presentations, papers, etc.

Reading

  • pre-reading quiz, reading quiz
  • reading articles, how to learn (Journal Chemical Education, physics education research)

Writing

  • reflections
  • write an in-depth explanation in your own words

Oral Presentations

  • participation
  • doing presentations (have students present to each other)
  • discuss/present conceptual questions from textbook, practice explaining ideas to each other
  • role play, explain concept from physics, math, chem perspectives (rotate through roles)

Required and Recommended Readings

      (A detailed bibliography of course readings)

Budget Impact

      (New Courses: explain the resources necessary for the course 
      and how the budget for new course will be accommodated within your academic unit.

Vantage College Project

“Base Camp” By starting the week with a common colloquia delivered by Vantage College faculty, we can contextualize each week and introduce cross-cutting themes in a SCIE001-like shared classroom experience. Faculty from each of the core disciplines would be present during the colloquia sessions. This base camp activity would be followed by a breakout session where 25 students are mentored by 1 faculty.

This common lecture idea seems fit better with the tutorials described above, whereas the breakout sessions where small groups of students are mentored by 1 faculty seems to fit better with the project idea. --Joannealisonfox (talk) 12:24, 15 January 2014 (PST)

Goals: transition to university, social programming, capstone experience.

Phase 1: transition to university, extension of Jumpstart, study skills

“Mini-Project Labs” By scheduling an common 1.5hr/week tutorial associated with the core disciplinary courses, It's not clear to me what the best format is for this mini-project idea. --Joannealisonfox (talk) 12:27, 15 January 2014 (PST)

we can create a cross-disciplinary environment where existing course content can be reviewed/solidified by having students carry out mini-projects to explain a core concept in each discipline. With these mini-projects, students could present key concepts to each other by producing artefacts (pencasts, video explanations, Q&A interviews) that can be used by peers. Faculty from each of the core disciplines would be present during these sessions.

“Project Labs” Phase 2: Student capstone project/presentation that culminates in the summer terms (student conference, could this be held at UBCO?)


Description

     Proposed Calendar Entry: (40 word limit.)

VANT 148(WT1/WT2 - 2 credits) Vantage College Project

Integrated and extended classroom learning designed to prepare students for capstone research experience.

VANT 149(ST1/ST2 - 1 credit) Multidisciplinary Capstone Research Experience (Project)

A capstone project designed to give students introductory experience in a research project, culminating in capstone research experience conference.

Pre-requisites:

VANT 148: None

VANT 149: VANT 148

If we need to do 2 parallel proposals, the second would be

VANT 158(WT1/WT2 - 2 credits) Vantage College Project

VANT 159(ST - 1 credit) Multidisciplinary Capstone Research Experience (Project)

Pre-requisites:

VANT 158: None

VANT 159: VANT 158

Action: Create New Course

     Rationale for Proposed Change:

Rationale

  • Capstone project experience for Vantage College.
  • Extend classroom learning.
  • Transitioning to University and apprentice scholarship.
  • Expanded opportunities for acquiring English for Academic Purposes.

Course Information

      A.Expanded course description, (including: rationale for course, intended users, # of students
      B.Course objectives (What concepts or topics will be covered?) 
      C.Potential instructors (list of potential instructors and their suitability and readiness to teach)

Course Description VANT 148 (#) Vantage College Capstone Project

Calendar description [#-#-#] Year-long project linked to topics explored in Vantage College program curricula, project culminates in student conference presentation


Intended Audience

Restricted to Vantage College students

Course Topics and Structure


Potential Instructors

UBC Science

  • Dr Joanne Fox
  • Dr Fok-Shuen Leung
  • Dr Joss Ives
  • Dr Georg Rieger
  • Dr Anka Lekhi

UBC Arts

  • Dr Jenny Peterson
  • Dr Jaclyn Rea
  • Dr Steven Barnes
  • Dr Siobhán McPhee

LLED

Course Format

      (How is the course structured  (e.g., method of presentation of course material,  
      labs, tutorials, Connect, active learning, field experience etc.? 
      What amount of time is devoted to each approach?)

VANT 148 (WT1/WT2)

  • 1 hour per week program specific lecture (lecture)
  • 1 hour per week small group mentorship (workshop)
  • Weekly journal tasks in Connect

VANT 149 (ST)

  • 1 hour per week language support (LLED guided)
  • 1 hour per week small group mentorship (workshop)

These are the rooms we have booked currently. Do we need all these bookings? --Joannealisonfox (talk) 14:24, 6 January 2014 (PST)

Term Course Class Size Day Time Room
T1 COMMON LECTURE 154 T 1230-1400 IBLC182
T1 COMMON LECTURE 154 R 1230-1400 IBLC182
T2 COMMON LECTURE 375 T 1230-1400 HEBB100
T2 VC PROJECT 2 x 38 T 1600 IBLC185
T 1700 IBLC185
T2 VC PROJECT 2 x 38 R 1600 IBLC185
R 1700 IBLC185

Course Schedule

      (A tentative schedule of the topics to be covered on a weekly basis)

Term One

Term One Topics
Week Topic Activities Assessment
1
2
3
4
5
6
7
8
9
10
11
12
13

mini projects

Term Two

Term Two Topics
Week Topic Activities Assessment
1
2
3
4
5
6
7
8
9
10
11
12
13

Term Three

6-8 week summer course followed by 3-4 week project term. This timeline needs to be confirmed.

Term Three Topics
Week Topic Activities Assessment
1
2
3
4
5
6
7
8

Learning Outcomes

     (What skills or knowledge will students acquire?  Phrased as bullet points following the statement “By the end 
      of the course, students will be able to…”.  Learning Outcomes should be linked to assessments.)

Project learning outcomes

By the end of the project, students will be able to:

  1. engage in discipline specific work, including through their own novice research activity, using a range of analytic methods and employing library searches and retrieval methods to obtain and filter information within the relevant context (doing science/social science).
  2. define, discuss, argue for and apply the elements of discipline-specific thinking when communicating with a specialist or non-specialist, in context of both the learner’s life and within broader society (engaging in knowledge translation).
  3. contribute to broader discipline-specific discussions in a variety of modes (oral, technological, visual, written) (communicating) .
  4. identify themselves as apprentice scholars and bring that perspective to their interpersonal interactions within both Vantage College and the broader UBC community (self-identification/Finding your place) .

These outcomes are drawn from the following Science/Arts goals/outcomes.

Program-level Goals - Science

By the end of the project, students will be able to:

Category One: Finding your place

1.1 Identify strategies to foster intercultural and interdisciplinary dialogue, both within Vantage College and within the broader UBC student community when reflecting on one’s own identity, culture and perspective.

1.2 Identify themselves as scientists and scholars and bring that perspective to their interpersonal interactions within both Vantage College and the broader UBC community.

1.3 Take on a variety of roles in formal and informal situations, including being able to work in teams or independently while utilizing the skills necessary to be an independent learner and to foster individual agency when performing course work.

Category One: Nature of Science

1.4 Define, discuss, argue for and apply the elements of scientific or mathematical thinking in context of both the learner’s life and within broader society when communicating with a specialist or non-specialist.

Category Two: Oral communication skills

2.1 Engage dynamically in oral discussions in a range of formats, including pair- and group-work with peers, participation in exchanges with the professor during lectures, online video conferencing, and formal and informal reporting to small and large groups alone and in groups.

Course-level Outcomes - Science

By the end of the project, students will be able to:

  1. Identify where they are using a scientific approach in their daily life and where they see themselves using science in the future.
  2. Report their experiment, analysis and results in a concise and scientific manner.
  3. Analyze experimental data and use mathematical and statistical techniques to model and graph data.
  4. Recognize the strengths and shortcomings of scientific evidence derived from observations and experiments, and from models and mathematical relationships.
  5. Defend the validity of an argument by evaluating evidence in a variety of genres, including popular media, websites and scientific journals.
  6. Participate in and lead academic discussions in context-relevant ways.


Program-level Goals - Arts

By the end of the project, students will be able to:

  1. Recognize context-relevant variation in the use of academic language.
  2. Engage in the work of social sciences, using a range of social scientific methods of analysis.
  3. Contribute, in a variety of modes (oral, technological, visual, written), to broader social scientific discussions
  4. Contribute, through own research activity, to current knowledge as novice participants in a disciplinary community
  5. Extend disciplinary knowledge beyond the classroom in creative ways
  6. Translate disciplinary knowledge across levels of expertise, including lay audiences, for a variety of purposes
  7. Engage in the world in a way that extends their learning beyond the classroom

Course-level Outcomes - Arts

By the end of the project, students will be able to:


Sample Materials

Sample materials to support the above goals/outcomes

Assessment Criteria and Grading

      (Is the course graded on a numeric (percentage) or pass/fail basis?  
      What assignments, mid-terms, or exams will be required of students?  
      How do the course assessments fulfill the stated learning outcomes?  
      What will each component of the course assessment be worth (mark breakdown?)  
      What will be the criteria? Include grading rubrics for non-exam based 
      assessments such as oral presentations, papers, etc.

Evaluation

Assessment Summary (Sample rubrics provided at end of document)

VANT 148 WT1

  1. Assignment 1: Mini-projects (40%) - 2 mini projects based on course work in 2 separate courses. Mini projects allow students to demonstrate understanding of a concept covered in class: Due Mid/end WT1
  2. Assignment 2: Note taking & journal (30%) - Note-taking & journalling exercise linked to lecture series. Note taking & journal provide incentive to attend lecture series and summarize the learning. Also scaffolds for later components: WT1 throughout
  3. Assignment 3: Literature review (30%) - Literature review extending topic in course work. Lit review provides introduction to this skill and gets students thinking about their capstone project and how it fits into the discipline: Due WT1 end

VANT 148 WT2

  1. Assignment 1: Mini-project (20%) - 1 mini project extending on WT1 work in third course. 3rd mini project extends the depth of understanding and covers 3rd course - perhaps is more analytical whereas 1&2 are more descriptive: Due WT2 early
  2. Assignment 2: Note taking (30%) - Note taking exercise linked to lecture series. Same as WT1: Due WT2 throughout
  3. Assignment 3: Written journal (30%) - reflect on progress & justify project idea using 5? best journal entries. Allows for reflection on their progress & synthesis. Creates building block for project proposal: Due WT2 mid
  4. Assignment 4: Proposing research questions (20%) - Identify possible question(s)including cited literature. Draws from 2 disciplines, e.g. Phys/Math, Geog/Poli. Prepares students for VANT 149: Due WT2 end

VANT 149 (ST1/ST2)

  1. Assignment 1: Project proposal (15%) - based on possible question identified in VANT 148 WT2. Draws from 2 disciplines, e.g. Phys/Math, Geog/Poli. Compiles work done with mini-projects, lit review, journal/reflection: Due ST1 early
  2. Assignment 2: Data summary (30%) - written interpretation of data collection: Due ST1 end
  3. Assignment 3: Video abstract (20%) - video abstract of research question: Due ST2 mid
  4. Assignment 4: Conference presentation (35%) - conference presentation: Due ST2 end

Assessment Details

Assignment 1 Name (XX%) [Learning Outcomes X,X]

Description of assignment.

Assignment 2 Name (XX%) [Learning Outcomes X,X]

Description of assignment.

Assignment 3 Name (XX%) [Learning Outcomes X,X]

Description of assignment.

Assignment 4 Name (XX%) [Learning Outcomes X,X]

Description of assignment.

Assignment 5 Name (XX%) [Learning Outcomes X,X]

Description of assignment.

Required and Recommended Readings

      (A detailed bibliography of course readings)

Budget Impact

      (New Courses: explain the resources necessary for the course 
      and how the budget for new course will be accommodated within your academic unit.