Events
Upcoming Events
Evaluating the Impact of Embedded In-Sessional Provision:
Quantitative and Qualitative Approaches &
Our AGM
There has been an increased demand for studies evaluating the impact of language education, due to both accountability to stakeholders and to improve effectiveness of programmes (Hatry and Newcomer, 2010, cited in Fouche et al 2016, p.110). However, there is no clear definition of impact, and no single approach to the evaluation of this impact. This talk will focus on two embedded in-sessional impact projects at the University of Leeds across two schools; Leeds University Business School (LUBS) and the School of Food Science and Nutrition (FSN). The first takes an innovative quantitative approach to impact, focusing on postgraduate student writing and academic language in MSc International Business, comparing those who did and did not attend the optional in-sessional provision. The second takes a qualitative approach, focusing on student perceptions of the impact of the provision, on both the students’ academic language and literacies and their wider educational experience. The aim of this talk is to focus on two differing approaches to evaluating impact, looking at the strengths and limitations of both approaches, and to discuss the findings of these projects on embedded in-sessional provision.
Clark Girdlestone is a lecturer in EAP at the University of Leeds who leads the MSc International Business EAP insessional alongside Language Centre module and programme leadership responsibilities. He has previously presented at the BALEAP (2021) online conference, BALEAP PiMs and various Language Centre summer conferences at the University of Leeds. Most recently, he presented the findings of a collaborative impact study on EAP in-sessional provision within the University of Leeds Business School at the University of Leeds Student Education Conference 2024. Jenna Bodin-Galvez is a Lecturer in EAP at the University of Leeds. Since 2018, she has been seconded to the School of Food Science and Nutrition, leading the in-sessional provision. She is also the co-module leader for a content-based summer pre-sessional; Language for Business Management and Enterprise. Her scholarship interests lie in the impact of embedded in-sessional provision, and in the EAP needs of students from an EMI background.
Jenna Bodin-Galvez is a Lecturer in EAP at the University of Leeds. Since 2018, she has been seconded to the School of Food Science and Nutrition, leading the in-sessional provision. She is also the co-module leader for a content-based summer pre-sessional; Language for Business Management and Enterprise. Her scholarship interests lie in the impact of embedded in-sessional provision, and in the EAP needs of students from an EMI background.
Would you Like to Lead or Facilitate an Event?
In the spirit of professional academic practice, we would like to invite you to submit a proposal for an event such as a webinar or talk. Perhaps you would like to share your knowledge and experience of an in-sessional context. To host an event please complete THIS FORM
Past Events
Monday 16th December 2024, 9:30 - 10:30am on Zoom
Crackers and Chatter Insessional in the Disciplines
The first of our 'Chai and Chatter' events with a Christmas festive special. This was an opportunity to chat with our insessional community, share experiences and make useful contacts. The theme for this get together was 'insessional in the disciplines'.
Friday 22nd November 2024 13:00 - 14:00 GMT
Finding the right balance between ESAP and EGAP - our School-based approach
Kamil Stobiecki, University of Manchester.
Abstract
At the University of Manchester, we are in the process of re-designing our in-sessional provision, moving from a more general (faculty-based) to a more specific (school-based) approach informed by Sloan and Porter's (2010) CEM Model. This has involved setting up committees and meeting various academics, many of whom have provided valuable input including interviews, student scripts, and recommendations of articles, as well as other texts for our new materials. So far, we have developed courses for three Schools within the Faculty of Humanities: School of Arts Languages and Cultures; School of Environment, Education and Development; School of Social Sciences. Although each of these Schools offers a relatively wide range of degree programmes (e.g. SoSS includes Law, Social Anthropology and Economics) and finding commonalities can be challenging, we feel that this is a suitable compromise, where a substantial number of students can benefit from the provision that is relevant to their needs. The presentation will be followed by a discussion about this approach, and there will also be opportunities for representatives of other centres to share how they position their in-sessional provision on the EGAP/ESAP scale, and the challenges associated with going ‘too far’ in either direction.
Kamil Stobiecki: Bio
Having arrived in the UK in 2008 as an international student, Kamil graduated from Aston University with an MA in Translation Studies. Following that, he began what was supposed to be a temporary career in teaching and worked at various HEIs before settling at the University of Manchester in 2011. At UoM he’s been teaching and developing materials, as well as assessments for various language and content-based courses including MA in Linguistics. He is currently the Faculty of Humanities Co-ordinator of Academic Success Programme, which is the university's in-sessional EAP provision.
Abstract
Evidence shows that international PGTs often struggle to match expectations and experiences in academic socialisation and success, resulting in them feeling marginalised and lacking the academic literacy to study at a UK university (Mittelmeier et al, 2002). My experience of delivering in-sessional provision at the University of Leeds highlights these barriers, as does data from a three-year research project I am currently undertaking. This webinar shares the findings of the project, which supports international PGTs in stepping up to make the most of their time at the University academically and standing out as valued members of the University community. Participants will learn what constitutes effective academic support, what is most needed and when, from the perspective of international PGTs.
Bio
Alison Leslie is a Lecturer in English for Academic Purposes at the University of Leeds and a Senior Fellow of the Higher Education Academy. She leads the in-sessional provision for the School of Sociology and Social Policy. Her research interests include inclusive and global education and she is currently collaborating on a Leeds Institute for Teaching Excellence project on student education.
Abstract
Evidence shows that international PGTs often struggle to match expectations and experiences in academic socialisation and success, resulting in them feeling marginalised and lacking the academic literacy to study at a UK university (Mittelmeier et al, 2002). My experience of delivering in-sessional provision at the University of Leeds highlights these barriers, as does data from a three-year research project I am currently undertaking. This webinar shares the findings of the project, which supports international PGTs in stepping up to make the most of their time at the University academically and standing out as valued members of the University community. Participants will learn what constitutes effective academic support, what is most needed and when, from the perspective of international PGTs.
Bio
Alison Leslie is a Lecturer in English for Academic Purposes at the University of Leeds and a Senior Fellow of the Higher Education Academy. She leads the in-sessional provision for the School of Sociology and Social Policy. Her research interests include inclusive and global education and she is currently collaborating on a Leeds Institute for Teaching Excellence project on student education.
29th February 2024 Meet the Authors of A Guide to In-Sessional English for Academic Purposes
Neil Tibbets and Tim Chapman discuss their published book, A Guide to In-Sessional English for Academic Purposes' and consider how this area is so often occluded. Their focus is on the logistics and contexts in which provision is developed as well as the impact and implications of in-sessional practices on universities, EAP, and EAP practitioners.
Watch here:
Q&A Meet the Authors of A Guide to In-Sessional English for Academic Purposes
In-Sessional SIG AGM
For those of you who were able to attend our In-sessional SIG event on 29th February 2024 with Neil and Tim, we hope you enjoyed the event. We would love to hear how you found it, so if you haven’t done so already, please click here to leave feedback. On the feedback form, you can also indicate interest in presenting at one of our events.
15th November 2023 What Makes In-Sessional In-Sessional?
At the inaugural event of the BALEAP In-sessional SIG, we discussed the question ‘What makes In-sessional In-sessional?’, discussing areas such as pedagogies and practices, EAP theory and practice, in-sessional set-up in different institutions and the differences between in-sessional and other forms of EAP. This was followed by a discussion on the nature, purpose and direction of the SIG.