A decade of embedding

Where are we now?

Anna MALDONI, Emmaline Lear

Research output: Contribution to journalReview article

2 Citations (Scopus)

Abstract

Over the last 10 years the higher education sector has undergone a myriad of changes both in student demographics and the influx of international students. With these changes, concerns about the ability of students to meet the English language and academic demands of tertiary study have come to the forefront. This paper reports on a project of embedding academic literacy into nine units across four disciplines, which spanned the duration of a decade. The paper documents the process by which the Unit Support Program (USP) evolved from a discipline-based reading program in a university preparation context to an embedded, integrated and team-taught approach in the university mainstream. It sought to determine whether the introduction of the program improved student learning in the discipline, specifically in English language and academic literacy development. Using data drawn from over 2500 students relating to progression rates, final grades, participation levels, and qualitative data relating to student and staff perceptions, this longitudinal study demonstrated a positive relationship between embedding academic literacy in the disciplines and student learning. The added benefit of academic socialisation for staff is also a reported result of this study. Although significant ongoing institutional support is needed, this paper advocates that an embedded, integrated and team-taught model should be incorporated into the first year of study. Using a case study approach, this paper firstly explains the rationale to embed language and academic literacy development within disciplinary contexts; the framework from which the Unit Specific Model emanated; and the team teaching approach used in the delivery of the Unit Support Program (USP) across a variety of disciplines. It considers the comparative results for both participating and non-participating groups, and the impact of collaboration across the faculty on the success of USP. Finally the paper recommends strategies for the long term sustainability of these programs.
Original languageEnglish
Pages (from-to)1-22
Number of pages22
JournalJournal of University Teaching and Learning Practice
Volume13
Issue number3
Publication statusPublished - 2016

Fingerprint

literacy
student
English language
staff
team teaching
Socialisation
university
learning
longitudinal study
sustainability
participation
ability
language
education
Group

Cite this

MALDONI, Anna ; Lear, Emmaline. / A decade of embedding : Where are we now?. In: Journal of University Teaching and Learning Practice. 2016 ; Vol. 13, No. 3. pp. 1-22.
@article{e4e94fefe9494bc48e293bee015a2d2d,
title = "A decade of embedding: Where are we now?",
abstract = "Over the last 10 years the higher education sector has undergone a myriad of changes both in student demographics and the influx of international students. With these changes, concerns about the ability of students to meet the English language and academic demands of tertiary study have come to the forefront. This paper reports on a project of embedding academic literacy into nine units across four disciplines, which spanned the duration of a decade. The paper documents the process by which the Unit Support Program (USP) evolved from a discipline-based reading program in a university preparation context to an embedded, integrated and team-taught approach in the university mainstream. It sought to determine whether the introduction of the program improved student learning in the discipline, specifically in English language and academic literacy development. Using data drawn from over 2500 students relating to progression rates, final grades, participation levels, and qualitative data relating to student and staff perceptions, this longitudinal study demonstrated a positive relationship between embedding academic literacy in the disciplines and student learning. The added benefit of academic socialisation for staff is also a reported result of this study. Although significant ongoing institutional support is needed, this paper advocates that an embedded, integrated and team-taught model should be incorporated into the first year of study. Using a case study approach, this paper firstly explains the rationale to embed language and academic literacy development within disciplinary contexts; the framework from which the Unit Specific Model emanated; and the team teaching approach used in the delivery of the Unit Support Program (USP) across a variety of disciplines. It considers the comparative results for both participating and non-participating groups, and the impact of collaboration across the faculty on the success of USP. Finally the paper recommends strategies for the long term sustainability of these programs.",
keywords = "Academic literacy, EALD, Embedding, Team teaching, Unit Support Program",
author = "Anna MALDONI and Emmaline Lear",
year = "2016",
language = "English",
volume = "13",
pages = "1--22",
journal = "Journal of University Teaching and Learning Practice",
issn = "1449-9789",
publisher = "University of Wollongong",
number = "3",

}

A decade of embedding : Where are we now? / MALDONI, Anna; Lear, Emmaline.

In: Journal of University Teaching and Learning Practice, Vol. 13, No. 3, 2016, p. 1-22.

Research output: Contribution to journalReview article

TY - JOUR

T1 - A decade of embedding

T2 - Where are we now?

AU - MALDONI, Anna

AU - Lear, Emmaline

PY - 2016

Y1 - 2016

N2 - Over the last 10 years the higher education sector has undergone a myriad of changes both in student demographics and the influx of international students. With these changes, concerns about the ability of students to meet the English language and academic demands of tertiary study have come to the forefront. This paper reports on a project of embedding academic literacy into nine units across four disciplines, which spanned the duration of a decade. The paper documents the process by which the Unit Support Program (USP) evolved from a discipline-based reading program in a university preparation context to an embedded, integrated and team-taught approach in the university mainstream. It sought to determine whether the introduction of the program improved student learning in the discipline, specifically in English language and academic literacy development. Using data drawn from over 2500 students relating to progression rates, final grades, participation levels, and qualitative data relating to student and staff perceptions, this longitudinal study demonstrated a positive relationship between embedding academic literacy in the disciplines and student learning. The added benefit of academic socialisation for staff is also a reported result of this study. Although significant ongoing institutional support is needed, this paper advocates that an embedded, integrated and team-taught model should be incorporated into the first year of study. Using a case study approach, this paper firstly explains the rationale to embed language and academic literacy development within disciplinary contexts; the framework from which the Unit Specific Model emanated; and the team teaching approach used in the delivery of the Unit Support Program (USP) across a variety of disciplines. It considers the comparative results for both participating and non-participating groups, and the impact of collaboration across the faculty on the success of USP. Finally the paper recommends strategies for the long term sustainability of these programs.

AB - Over the last 10 years the higher education sector has undergone a myriad of changes both in student demographics and the influx of international students. With these changes, concerns about the ability of students to meet the English language and academic demands of tertiary study have come to the forefront. This paper reports on a project of embedding academic literacy into nine units across four disciplines, which spanned the duration of a decade. The paper documents the process by which the Unit Support Program (USP) evolved from a discipline-based reading program in a university preparation context to an embedded, integrated and team-taught approach in the university mainstream. It sought to determine whether the introduction of the program improved student learning in the discipline, specifically in English language and academic literacy development. Using data drawn from over 2500 students relating to progression rates, final grades, participation levels, and qualitative data relating to student and staff perceptions, this longitudinal study demonstrated a positive relationship between embedding academic literacy in the disciplines and student learning. The added benefit of academic socialisation for staff is also a reported result of this study. Although significant ongoing institutional support is needed, this paper advocates that an embedded, integrated and team-taught model should be incorporated into the first year of study. Using a case study approach, this paper firstly explains the rationale to embed language and academic literacy development within disciplinary contexts; the framework from which the Unit Specific Model emanated; and the team teaching approach used in the delivery of the Unit Support Program (USP) across a variety of disciplines. It considers the comparative results for both participating and non-participating groups, and the impact of collaboration across the faculty on the success of USP. Finally the paper recommends strategies for the long term sustainability of these programs.

KW - Academic literacy

KW - EALD

KW - Embedding

KW - Team teaching

KW - Unit Support Program

UR - http://www.scopus.com/inward/record.url?scp=84982999627&partnerID=8YFLogxK

M3 - Review article

VL - 13

SP - 1

EP - 22

JO - Journal of University Teaching and Learning Practice

JF - Journal of University Teaching and Learning Practice

SN - 1449-9789

IS - 3

ER -