title: English for academic purposes: A bridge to the University

authors: Bruce, Ian

abstract: Because of current worldwide demand for academic English courses that prepare students for university education, many TESOL teachers are now being asked to take on the teaching English for Academic Purposes (EAP), often with little background or training in this specialised branch of language teaching. In addressing this situation and seeking to raise awareness of EAP, this paper firstly outlines the field of EAP by defining what it is, providing a brief history and considering student need at the different levels at which EAP is offered. The paper then discusses practitioner-related issues, including the knowledge base that informs EAP, the requisite teacher competencies and the two ways in which EAP is conceptualised in tertiary contexts. The paper concludes by making recommendations relating to the ongoing support and development of EAP teachers.

text: English for academic purposes: A bridge to the University Because of current worldwide demand for academic English courses that prepare students for university education, many TESOL teachers are now being asked to take on the teaching English for Academic Purposes (EAP), often with little background or training in this specialised branch of language teaching. In addressing this situation and seeking to raise awareness of EAP, this paper firstly outlines the field of EAP by defining what it is, providing a brief history and considering student need at the different levels at which EAP is offered. The paper then discusses practitioner-related issues, including the knowledge base that informs EAP, the requisite teacher competencies and the two ways in which EAP is conceptualised in tertiary contexts. The paper concludes by making recommendations relating to the ongoing support and development of EAP teachers.

year: 2017

title: Learning threshold concepts in an undergraduate engineering flipped classroom

authors: Peter, Mira

abstract: Given that the current goals for tertiary education is to better prepare students to apply their disciplinary knowledge in the real world and novel situations, it is imperative that students master the necessary disciplinary threshold concepts and competencies. Building on the findings of our pilot study of a partly-flipped undergraduate electronic engineering course, a version of a fully flipped is implemented in an intensive six-week version of the course involving in-class collaborative problem solving and continuous assessment. Data collected from the 32 students enrolled in the course include student surveys, video analytics, weekly student assessments, class observations and a focus group interview. Although data collection is still underway, the emerging findings indicate that students are watching the recommended weekly videos prior to coming to class and are solving online tutorials problems much more diligently, resulting in higher levels of in-class student collaboration compared to the pilot study. The results are discussed in regard to the effects of the fully flipped class model and the continuous assessment on students’ learning of threshold concepts and competencies.

text: Learning threshold concepts in an undergraduate engineering flipped classroom Given that the current goals for tertiary education is to better prepare students to apply their disciplinary knowledge in the real world and novel situations, it is imperative that students master the necessary disciplinary threshold concepts and competencies. Building on the findings of our pilot study of a partly-flipped undergraduate electronic engineering course, a version of a fully flipped is implemented in an intensive six-week version of the course involving in-class collaborative problem solving and continuous assessment. Data collected from the 32 students enrolled in the course include student surveys, video analytics, weekly student assessments, class observations and a focus group interview. Although data collection is still underway, the emerging findings indicate that students are watching the recommended weekly videos prior to coming to class and are solving online tutorials problems much more diligently, resulting in higher levels of in-class student collaboration compared to the pilot study. The results are discussed in regard to the effects of the fully flipped class model and the continuous assessment on students’ learning of threshold concepts and competencies.

year: 2016

title: Maori Flourishing in a Fast Changing World - Inaugural Professorial Address

authors: Nikora, Linda Waimarie

subjects: Indigenous psychology; Maori flourishing; social identity; social and emotional wellbeing

abstract: A strong sense of who one is and that one’s life matters is vital to health and wellbeing. Without meaning and belonging many people, families and communities lie open to the risk of mental illness, addiction, transience, criminality, suicide and so on. In a rapidly changing social and technological environment where being Maori is enacted in the face of a dominant Pakeha majority, and in an increasingly diverse Maori world, staying well is an important challenge that we cannot underestimate or take for granted. There are many unwellness forces upon Maori in this fast changing world. Some are obvious and readily felt, others not so easy to apprehend or explain. Surveying almost 30 years of research, Professor Nikora will examine some of these unwellness forces and responses Maori make within the broader quest to remain indigenous and to flourish.

text: Maori Flourishing in a Fast Changing World - Inaugural Professorial Address A strong sense of who one is and that one’s life matters is vital to health and wellbeing. Without meaning and belonging many people, families and communities lie open to the risk of mental illness, addiction, transience, criminality, suicide and so on. In a rapidly changing social and technological environment where being Maori is enacted in the face of a dominant Pakeha majority, and in an increasingly diverse Maori world, staying well is an important challenge that we cannot underestimate or take for granted. There are many unwellness forces upon Maori in this fast changing world. Some are obvious and readily felt, others not so easy to apprehend or explain. Surveying almost 30 years of research, Professor Nikora will examine some of these unwellness forces and responses Maori make within the broader quest to remain indigenous and to flourish.

year: 2015-11-17