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Off the starting block: academic skills development for international taught postgraduates
Anna Seabourne, Skills@Library
Dan Pullinger, Faculty Team Librarian
(Science & Engineering)
Student Education Conference
University of Leeds
Session 34
6 January 2012
journal |ˈjərnl|noun1 a newspaper or magazine that
deals with a particular subject or professional activity : medical journals | [in names ] the Wall Street Journal.
2 a daily record of news and events of a personal nature; a diary.• Nautical a logbook.• ( the Journals) a record of the
daily proceedings in the British Houses of Parliament.
• (in bookkeeping) a daily record of business transactions with a statement of the accounts to which each is to be debited and credited.
3 Mechanics the part of a shaft or axle that rests on bearings.
Yes, the writing system for academics
is very difference (sic). Like, we did our
assignments and reports by just editing
some information in the existing articles, informative sources.
But, here we are required to write
essays using own words. (India)
• Why did you choose to come to this session?
• What key concepts about study skills do we need to ensure our Masters level students understand?
Is studying at Masters level
different?
Completely, because in our country universities do not check for plagiarism or similarity in sentences they check if there is similarity between whole project with others (Overseas)
Little bit difference, in the method of searching for literature review where more focus is on the articles and journals other than webpages. And also the writing words have increased here. (Thailand)
Plagiarism was not followed by us and we never put references in our written work. (India)
Yes. Technical content was given more importance in previous study rather than getting a perfect structure without any technical content.(Overseas)
Yes, they are quit different. Because MSc writing is academic writing. (China)
Yes, it is. When I do BSc., I hardly wrote long essay in English. (Thailand)
No difference. With no specific teaching we were expected to (and manage (sic) quite well) to achieve at least at ‘this level’ ie ‘Masters level’ from even 1st year i.e aged 18 (UKstudent)
More critical + requires you to think more ‘outside of the box’.
(UK student)
Is it different?
Food Science & Nutrition: a case study
Masters students:
• Largely international
• Hold good, relevant science degrees
• IELTS 6.0
• Academic skills vary, e.g. info searching, critical thinking,
plagiarism, referencing
• Some have been taught not to question academics and
academic papers
Student background
• 108 students
• 24% of survey respondents have previously studied in UK
• 23% have English as first language
• Only 33% of respondents with English as second language said they had attended pre-session English course
Consultation and collaborationacademics
skills adviserlibrarian
All Faculty Team Librarians will be
able to deliver the full range of academic skills
• Embedded in the curriculum, developmental not remedial
• Blended learning; transition to academics• Collaborate with academics
The Skills Team will provide strategic
direction and a high level of support to
librarians and academic staff
• Online resources• Generic teaching resources• Liaise and work more closely with FTLs
SKILLS
CONTENT
A threshold concept can be considered as akin to a portal, opening up a new and previously inaccessible way of thinking about something. It represents a transformed way of understanding, or interpreting, or viewing something without which the learner cannot progress. As a consequence of comprehending a threshold concept there may thus be a transformed internal view of subject matter, subject landscape, or even world view.
…troublesome knowledge – knowledge that is ‘alien’, or counter-intuitive or even intellectually absurd at face value.
(Meyer & Land, 2003)11
Threshold concepts
Critical thinking
Academic integrity
(Best study practices)
Information searching
Managing information
Reading
Writing
Assessment
FOOD5405M: Professional Skills for Employment and Research
• Core module for all new MSc students• Module split into two strands
• Embedded into programme and linked to other modules• Blended learning approach
• Online resources hosted in VLE• Face-to-face workshops
• Assessed work to test their skills acquisition
Experimentation and data handling
Literature retrieval and evaluation
Information searching
Managing information
Reading
Writing
Assessment
Key concepts• Planning a search• Boolean logic• Truncation• Tracking citations• Academic journals• Peer review
Issues• New resources• Previous access to databases• Over-reliance on Google
What I do differently: I try my best to pick only articles and journals rather than webpages.
(Thailand)
Research extensively in order to make informed contribution towards the topic as well as update myself on issues pertaining to the topic (Ghana)
Key concepts
Information searching
Managing information
Reading
Writing
Assessment
Key concepts• Academic integrity• Accountability• Bibliographic data• Record keeping• Citing and referencing
Issues• “Cut and paste” as the norm• Plagiarism a new concept for many
What I do differently: The way that I search for my references and the way that I put my references into my work. EndNote proved to be very useful software.
(Portugal)
Information searching
Managing information
Reading
Writing
Assessment
Key concepts• Structure of an academic article• Purposes of reading• Criticality
Authority• Evidence
Issues• Permission to challenge the ‘sage on the stage’• Volume• Selection• Independence
What I do differently: Read it and analyse it well. Analyse it critically.
(India)
Key concepts
Information searching
Managing information
Reading
Writing
Assessment
Key concepts• Academic language• Certainty vs. probability (hedging)• Structure, signposting• Using other people’s research
Issues• Language• Grammar• Conventions
I can now better plan how to go about with the writing. To read and really understand any questions I am suppose to answer. To structure my writing. (South Africa)
Understanding what the question asked and give details (Brunei)
Of course, learning to write it the Uni’s way (India)
• Skills self-evaluation questionnaires and
250-word screening essay (10%)
• Literature review (30%)
Topic: “Salt reduction in foods: implications
for the food industry and consumers.”
• Lab report (30%)
• Dietary survey report (30%)
Information searching
Managing information
Reading
Writing
Assessment
Systematic reviews
Presentation skills
Information searching
Managing information
Reading
Writing
Assessment
Can you identify these features of academic writing in the article on Japanese HE?
• Hedging – circle = certainty/uncertainty • Signposting – [brackets]• Academic voice – wavy underline• Using other people’s research – underline
Have the students shown any improvement in their work?
21
They have definitely improved. Most noticeable is the use of Hedging and Signposting to structure their arguments.Their referencing skills have greatly improved, and I think, generally, they have realised that published work is there to be evaluated/criticised.
Dr Caroline Orfila, Module Leader
Is MSc writing different to your previous study?
Yes Not much No No response
6 64
0
34
4
12
9
UK educated Overseas
How useful were the sessions (overall)?
Very useful Useful Not useful Not relevant Absent No answer0%5%
10%15%20%25%30%35%40%45%50%
UK educated Overseas
Post-course confidence in academic writing at Masters level
44%
56%
37%
59%
3%
No change
Positive change
Negative change
OverseasUK educated
Have the skills sessions changed how you write assignments?
Yes63%
No19%
No re-
sponse
19%
UK educated
Yes48%
No26%
No re-
sponse
26%
Overseas
What aspects have changed most for overseas students?
Info lit Academic writing
Criticality Other0
2
4
6
8
10
12
14
1213
4
9
Non-native speakers’ confidence re academic writing before the course
Very confident Confident Not very confident Worried0%
10%
20%
30%
40%
50%
60%
70%
Attended pre-session Did not attend pre-session
Non-native speakers’ confidence re academic writing after the course
Very confident Confident Not very confident Worried0%
10%
20%
30%
40%
50%
60%
Attended pre-session Did not attend pre-session
Reflection
• Compulsory for non-native speakers
• Three-way collaboration• Academics in the
sessions – student buy-in• Using subject-specific
materials• Tied to assessment• Use of the VLE
• Compulsory for local graduates
• Cohort size – challenges for timetabling and teaching space
• Timing within semester• Language – listening skills
of some students behind writing skills
C D
Recommendations
• Schedule early in semester• Tie in with curriculum• Non-compulsory attendance for local students (student)• Assignments compulsory for all• IELTS 7.0 (student)• Attendance at pre-sessional English courses• Make expectations explicit• ‘Homework’
What experiences, ideas, insights or suggestions do you have to share?
How could this model work for you?
How would you provide context for your students?
Apply the model?
• Session resources available from Skills@Library
• Contact your Faculty Team Librarian about support for academic skills development
• Contact Skills@Library for general skills enquiries
Caroline Orfila
Victoria Burley
a.e.seabourne@leeds.ac.uk
d.j.pullinger@leeds.ac.uk
Thank you!
References
Academic Skills Strategy, 2010 Leeds University Library, Available from: http://library.leeds.ac.uk/downloads/AcademicSkillsStrategy.doc
Meyer, J. and R. Land. 2003. Threshold Concepts and Troublesome Knowledge: linkages to ways of thinking and practising within the disciplines. Edinburgh: University of Edinburgh.