Documentation:Vantage College Curriculum/Content and Language Enrichment Tutorials

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NOTE: The information for the Capstone project has been moved to: http://wiki.ubc.ca/Sandbox:Vantage_Capstone_Project

Vantage Curricula proposal(s)

This page is used to develop the curricula proposals for the UBC Vantage College tutorials 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.

Content and Language Enrichment Tutorials

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

Description

     Proposed Calendar Entry: (40 word limit.)

VANT 140 (WT1/WT2) Enriched tutorials

Year-long enrichment tutorials. Runs across Winter Terms 1-2.

proposed course numbers = VC140(1-6), VC120(1-6), variable credits

Pre-requisites:

None. Restricted to Vantage College students.

Required course for Vantage students

Action: Create New Course Code VANT

Rationale for proposed Change: UBC Vantage College

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. Academic literacy research also shows the direct relevance of pedagogical exports from research on second-language scholars' academic development to the development of native English speakers' academic literacy practices. 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.

Rational for Number of Credits Awarded:

Standard timetables needed here. Credit to be determined based on number of contact hours.

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.

Intended Audience

Restricted to Vantage College students

Course Topics and Structure: VANT 140

Term One Themes
Week Theme MATH EOAS PHYS LING CHEM CPSC
1-3 Modelling Structure vs System
4-5 Growth and decay e Radiocarbon dating Currents Language development Kinetic energy of gaseous molecules
6-7 What is stuff The nature of math truth Matter and energy Action and reflection Quantum stuff Virtual reality
8-9 Optimization and equilibrium Soap bubbles/fractal dimensions System, instance & register Protein folding
10-11 Laws of nature Axioms Thermmodynamics Ideal gas law
12-13


Example of Weekly Themes for Common Lecture Series, Science Program, 2014W Term 2 (Vantage College program courses: MATH101, PHYS108, LLED201, SCIE113):


Term Two Themes
Week Theme MATH EOAS PHYS LING CHEM CPSC
1-3 What is data? Problems with speech data
4-5 Abstraction in science Induction Magnetic fields Grammatical metaphor
6-7 Symmetry Co-speech gesture
8-9 Systems that change Differential equations How metaphors die
10-11 Case scenarios Bonobo meaning
12-13


Potential Instructors

Dr. Steven Barnes, Instructor, Psychology

CK Choi 173, 604-827-3768

steven.barnes@vantagecollege.ubc.ca


Dr. Joanne Fox, Senior Instructor, Michael Smith Laboratories and Microbiology and Immunology

Director, Vantage College Science Program

CK Choi 166, 604-827-0339

joanne.fox@vantagecollege.ubc.ca


Dr. Joss Ives, Instructor, Physics

CK Choi 172, 604-827-2619

joss.ives@vantagecollege.ubc.ca


Dr. Fok-Shuen Leung, Instructor, Mathematics

CK Choi 174, 604-827-2149

fok-shuen.leung@vantagecollege.ubc.ca


Dr. Siobhán McPhee, Instructor, Geography

CK Choi 171, 604-827-2077

siobhan.mcphee@vantagecollege.ubc.ca


Dr. Jenny Peterson, Instructor, Political Science

CK Choi 167, 604 827 1597

jenny.peterson@vantagecollege.ubc.ca


Dr. Jaclyn Rea, Instructor, Arts Studies

Arts Academic Writing Coordinator

CK Choi 162, 604-827-3765

jackie.rea@vantagecollege.ubc.ca


Dr. Georg Rieger, Instructor, Physics

CK Choi 172, 604-827-2619

georg.rieger@vantagecollege.ubc.ca

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.

Term One

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


Term Two

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

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.)

Revised Outcomes


Top-level Goal:

  • Use strategies of self directed learning to reflect on and revise student work

Course Outcomes:

By the end of the language enrichment tutorials, students will be able to:

  1. identify (explain?) the main organizational patterns of written text and be able to organize written text for either a specialist or non-specialist audience.
  2. identify and employ strategies to pack/unpack information (concepts/arguments) in written text or discussion.
  3. utilize comprehension strategies (listening, reading, writing, oral) to engage with and respond to questions or comments about their discipline from either a specialist or non-specialist.
  4. provide and receive peer feedback on student work in a variety of modes (oral, technological, visual, written).

Original draft outcomes

Category 2: Effective communication

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

  • Given an article from a 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 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.

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.

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)

Assessment Summary (Sample rubrics provided at end of this section)

VANT 140 WT1

  • Assignment 1: Name (XX%) [Learning outcomes: X,Y] - Description
  • Assignment 2: Name (XX%) [Learning outcomes: X,Y] - Description
  • Assignment 3: Name (XX%) [Learning outcomes: X,Y] - Description

VANT 140 WT2

  • Assignment 4: Name (XX%) [Learning outcomes: X,Y] - Description
  • Assignment 5: Name (XX%) [Learning outcomes: X,Y] - Description
  • Assignment 6: Name (XX%) [Learning outcomes: X,Y] - Description

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.

NOTE: The information for the Capstone project has been moved to: http://wiki.ubc.ca/Sandbox:Vantage_Capstone_Project