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1. Review add on provision and the strategies for advertising these across the Schools.
2. Identify core components of ALL for the online hub of programmes from the Usher Institute that could be mapped across the 3 years.
3. Explore ALL need within clinical practice.

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-Embed and map provision to reflect the student's journey from the start of their programme to final project.
- Review existing provision and its effectiveness
- Categorise different needs of the wide range of programmes and diverse student body in order to provide the most effective provision in the most appropriate format (i.e. self access/ workshops/feedback on work)

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To provide timely provision, for both on campus students and online students to enable them to approach their assignments with confidence.

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Strengths:
- A range of provision covering both on campus and online courses.
- Positive feedback from students and programme directors.

Areas for development:
- Refreshing online materials
-Embedding support into modules where appropriate

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Working groups have already been created for semester one; semester two's groups will start work in February 2022.

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Produce materials and assessments!

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Goals:

Develop class materials for new programme

Develop cycles of both formative and summative assessments and feedback

Review and improve revision after introduction

Improve visibility of programme both within and outside UoE

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PGPEP offers students a unique opportunity to equip themselves with the academic language and skills to successfully transition to their chosen programmes of study and contribute to their academic discourse communities at the University of Edinburgh or elsewhere. Students will develop their abilities to use English through exploration of a variety of texts and contexts and will develop their autonomy, criticality and reflexivity through an ongoing focus on the University’s Graduate Attributes.

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Strengths:

Wide range of knowledge and skills among ELE staff

Responds to correct a weakness identified by the students in the previous version of a year-round course (inability to progress without IELTS)

More closely linked to the characteristics required to succeed at PG level in UoE

Areas for development:

Large amount of content to be developed, especially for semester two

Previous year-round programme was not  very well-known throughout UoE

Need for promotion to potential agents and students

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See previous column.

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Support from Section Head, particularly when exploring provision possibilities with Schools at higher level.

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1. Explore and apply innovative ways of assessing impact of CSE ALL provision

2. Review current provision for Geosciences with a view to expand to (another programme) within School

3. Participate with ELE CCC team for sharing best practice in order to improve Schools provision and maintain consistency where appropriate.

4. Formally embed a writing course for MSc Bioinformatics students (2022-23)

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Provision

-  continues to expand to include further Schools across CSE

-   has a demonstrably greater impact on a much higher number of students

-  includes support that is more fully embedded within programmes rather than add-on.

-  includes both online/Learn independent study resources to all students within Schools and more programme-specific provision.

-  becomes more consistently mapped to the different student ALL needs across the whole academic year for the different Schools

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STRENGTHS

-    Some well-established and very supportive academic and administrative contacts across different Schools

-   Diversity of provision (workshops, short courses with feedback on assignments, innovative School-specific open access resources)

-  Positive feedback from students and programme directors, though student participation rates can be very disappointing, particularly when it comes to submitting writing assignments

AREAS FOR DEVELOPMENT

-   Evaluating and reviewing the efficacy of current provision

-   Exploring ways of increasing levels of student engagement

-   Embedding academic literacies more within programmes

-   Increasing reach to different programmes within Schools and to additional Schools

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Further training in technology

As with colleagues, more about QA, planning cycle / course approval, EDI, Curriculum Transformation etc.

More clarity about the course report --> cluster report --> feedback cycle.

Own CPD i.e. through reading and attending relevant events

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Create "route-map" through ELSIS (including ELSIS Taught) courses to guide students, based on advice already offered, including Independent Study materials, which may need refreshing.

Begin to research expectations of disciplinary and inter-disciplinary theses – in general and within the UoE, potentially as PTAS project.

Offer places on 2 PGR courses to CARA participants, and evaluate the process

Establish Teams for ELSIS COs and for teachers engaged in (or interested in becoming engaged in) teaching PGR courses with a view to building communities of practice

Investigate and catalogue IAD doctoral courses

Begin process of R&D of oracy workshops

Begin process of course review, perhaps through focus groups with students as well as existing mechanisms

Make contact formally with Doctoral College

Enhance publicity, widen School contacts, liaise with Marketing

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Increase the reach of ELSIS PGR courses, to include students from all parts of UoE and beyond

Improve contact and collaboration with other parts of UoE, including IAD and Doctoral College

Create series of oracy skills workshops to cover spoken genres specific to doctoral study (e.g. supervisory meetings, Progression Board, Viva)

Broaden my/our knowledge of differences in expectations within and across disciplines

Review and enhance existing courses

Create community of practice among COs and among teachers

Increase awareness of our work with PGR students within and outwith UoE (e.g. through BALEAP).

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Expand and enhance
(apologies, I'm afraid I am not a visionary, and couldn't really think of anything different from what is already in other columns!)

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Strengths

Generally very positive student feedback on these courses

On-line versions of all courses, with multiple elements, created successfully.

Usually very positive tutor feedback

Excellent, experienced  teachers and COs

Good contacts with IAD and a range of Schools

Areas for development

Expand provision to include oracy skills and (potentially) pre-sessional

Increase numbers of classes, and therefore students, for courses where demand outstrips provision (if permitted).

Improve recruitment among Schools we currently seem not to reach.

I agree with Meg regarding renaming of ELSIS to more accurately reflect what we actually offer.

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- More insight into policy and guidance on programme and course approval and management processes so that I can develop a WP agenda across the structures.

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- Celebrate what is being done already.

- Make scholarships improvements.

- Support for all WP, domestic and international.

- Ensure WP is evidenced in the curriculum. Be part of the conversation regarding the Curriculum Transformation Project.

- Help to sustain a values led approach to ELE activity.

- Strengthen networks of support for students and staff regarding WP.

- Seek improvements in long term data gathering and feedback loops for WP students.

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- To write a COL Executive Paper to formalise the Refugee & Asylum Seeker Scholarship on Pre-Sessional.

- To find out more about the WP strategy and make it visible across ELE, COL and the wider University.

- To carry out an initial audit and write a report on where we are regarding WP, existing gaps and where we would like to go.

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- Support to Get In

- Support to Succeed

- Support to Progress

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Strengths

-ELE already carrying out a range of activity that supports international WP.

- ELE's expertise in supporting access and transitions is well established.

- Scholarships already given to WP students.

Areas for Development

- We need a more robust refugee and asylum seeker scholarship application process including a whole person selection criteria.

- More can be done to strengthen provision bonds within COL e.g  ELE and Access Courses.

- In house language level testing required for when other routes are inaccessible.

- More employability and personal development opportunities embedded in courses.

- Robust data and feedback loops needed over the student life cycle (long term development need).

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Training & Support

Clear guidelines for discussion with Schools, planning & development: what can be offered in terms of ALL provision to Schools (timelines, tariffs etc.) ie the details of 3 new courses per year.

More specific guidance/training with regard to L&T, QA and EDI - i.e., directly relevant to our role as coordinators.

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Goals: By the end of Year Three

To enhance working relationships with schools within CAHSS and to have closed gaps by ensuring each School within CAHSS has an ELE key contact who maintains the relationship.

To achieve as comprehensive and consistent ALL provision as possible across CAHSS within the constraints of ELE resources.

To ensure the range of ALL provision is relevant and accessible to all students (EDI-relevant as well as L2/L1 disparities).

To ensure those schools that have requested ALL provision have had at least a pilot with a view to expanding as appropriate and embedding that provision.

To establish a working strategy for tackling student engagement.

To ensure every ELE colleague has the opportunity to work on CAHSS ALL provision.

To ensure a clear and logical link between Pre-sessional and In-sessional ALL provision.

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- More information about the COL planning cycle and the points at which my role intersects with it
- More information about quality at COL - I believe there is a training session coming up
- A steer from ELE management about how much emphasis they wish to put on this area or not, including ideal numbers
- Development times for colleagues for course development (AEVS and possibly other new courses in future)

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Objectives Year One

To review ALL provision within CAHSS to identify good practice that can be promoted as good examples (e.g., via Teaching Matters)

To thoroughly review the ALL provision we have in CAHSS to identify gaps, inconsistencies and inefficiencies.

To reach out to the 'uncontacted' academic tribes within CAHSS, in particular, ECA.

To explore challenges around student engagement (including L1/L2 disparities), both in-person and online with a view to formulating an effective approach to optimise numbers.

To establish regular meetings with CCs (CSE, CMVM & CAHSS) to maintain dialogue and agree common approaches & strategies (for e.g., materials storage, promoting our work, attendance, capturing both student and partner School FB)

To develop an ALL case study for promotional purposes

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1. Streamline provision for VS students according to needs analysis/demand. Jettison courses which are not recruiting. Develop new courses where there is demand/appetite.

2. Continue to explore demand to expand current provision to new student populations beyond the VS cohort and roll-out courses in these areas

3. Continue to explore demand for new provision for student populations beyond the VS cohort and roll-out courses in these areas

4. Continue to celebrate good practice in teaching and assessment in the area within COL and also more widely, e.g. via Teaching Matters, UofE Learning and Teaching Conference

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- time allocated to colleagues for course development
- guidance on ELE established university contacts e.g. IAD? / share expertise?
- to have (regular?) transparent conversations with stakeholders and SMT

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Vision

Working as closely as possible with all schools within CAHSS to provide the ALL support Schools and their students feel they need.

Following from that, ALL provision is embedded within school programmes from the outset (new programmes should include All provision as an integral part of the planning).

CAHSS ALL provision is open and accessible to every ELE colleague.

Pre-sessional and In-sessional CAHSS ALL provision is linked, with their informing each other.

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Strengths
- Long-standing working relationships with the Visiting Student Office and the International Foundation Programme team
- Experienced and committed ELE teaching colleagues, with expertise in credit provision, including course and assessment design, exam boards, external examiner processes etc.
- Excellent feedback from students across the provision. The current courses are valued, with students finding them of real support in their academic journeys

Areas for development
- Some courses need some redevelopment
- Some courses are over-assessed
- Some courses are not recruiting well
- There is a need to meet with the new Director of the Visiting Student Office and her team about these courses. For example, it would be good to know if there is any way we can find out what types of courses students actually want and whether we are providing the right courses.
- Can the area be expanded? It would be good to open up useful courses to all undergraduates

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Strengths

ELE expertise in EAP

Good foundations to relationships with schools

Very good feedback from students who participate

Webpage: programme partnerships that lays out what ELE can offer but allows for some flexibility & variation (tailored essentially)

To be developed

ELE expertise in ESAP and course design - specialist areas can be challenging, so approaches that are 'inclusive' ie that are open to all ELE colleagues being able to teach

Those relationships with the schools are patchy and often dependent on one person; there are also gaps & inconsistencies in provision to schools (e.g., ECA)

Strategy for tackling enrolment & retention challenges since enrolment doesn't translate into attendance & retention figures. It can result in over-staffing, which is a block to other opportunities for ALL provision.

A similar strategy for tackling the inconsistency of take-up of ALL provision by L2 and L1 speakers of English (contrast HCA and ALLPPLP).

Clear links between Pre-sessional and In-sessional CAHSS provison. Currently, with exceptions, they are quite distinct.

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- rename course collection
- research speaking course and submit course validation document to BoS
- develop/refine writing course
- research online course possibilities
- liaise with colleagues to initiate CPD

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- to reposition (rename) the course collection to align with COL and UoE values of inclusion and internationalism
- to open courses to CARA students (and...?)
- to streamline the writing courses (reduce to one course)
- to investigate feasibility of online courses / self access with T feedback
- to develop a speaking communication course open to 'home' students which (perhaps) embraces intercultural objectives
- to begin teacher peer teaching/learning and development on courses to establish and promote best practices

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The course collection is valued, accessible and inclusive

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- ELSIS is relatively well-known around the university and (writing) courses are in demand.
- Courses receive generally positive feedback from students and teachers

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- the name ELSIS promotes a dated and misaligned perspective on international students and EAP teaching
- some courses (GAW & SDS) are similarly dated and espouse limiting views and pedagogies
- there is currently more demand than capacity for some courses
- teaching (or feedback provision) is potentially non-standardised, entailing a lack of parity of student experience

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1. Meet with key stakeholders like the Visiting Student Office and visiting students to find out what sort of exchange programmes are running post -Brexit and what appetite there is for our current provision. Develop relationship with new Head of VS Office, Rachael Quirk. Conduct a needs analysis of demand for courses for visiting students and consider new courses in the area, based on demand.

2. Investigate whether we can offer VS courses to student populations other than VS, such as the wider UG population, WP students or PG students (e.g. LEVS or EIBC). Consider mixing student populations, non-credit options, blended, online or lower-credit options also. Research provision at other institutions to help achieve the above.

3. Clarify how provision in the area intersects with larger COL or institutional projects such as the COL expansion of Foundation Provision and the University Curriculum Project, including how well-aligned our current provision is to the UG curriculum and how it can be future-proofed.

4. Celebrate good practice in teaching and assessment in the area within COL and also more widely, e.g. via Teaching Matters, UofE Learning and Teaching Conference

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A course collection that enables students to perform to the best of their abilities and get the most of out of their undergraduate degrees. The course collection provides support for students via engaging, student-centred courses, with input from students themselves in their design. Assessments are relevant but mimimal with time in classroom maximised for interaction and reflective learning opportunities.
Ideally, this provision would extend to all UG students, so that whoever needs it can access it.

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-more collaboration across COL: courses with Open Studies, English language and literacies and LFA components.
-offer semester-long study-abroad programmes collaboratively with OS/LFA (dep on visa reqs etc)
-online courses and in-person versions of some courses on offer (e.g. med Eng.)

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Strengths:
-vast experience of academic colleagues at ELE
-very experienced PS colleagues used to dealing with very varied needs of different groups, esp. on-campus
-some long-standing relationships with clients/intermediaries
-customer services and sales manager's (Christine Price) market knowledge.
Areas for Development:
-more clarity in planning cycle and response time/deadline-setting with overseas partners/and OS colleagues if relevant
-areas and level of interest in contract courses among colleagues (in Covid times, groups are often somewhat 'last-minute'/therefore late allocated.

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Project Management skills training

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-Strategic rather than reactive approach to contract courses, enabling better planning and response.
-A wide range of courses available using the vast expertise across COL to offer to existing and new partners.
-Courses will be offered to participants from a wider range of countries / specialisms than currently

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-Move forward with the Contract Groups Review Project. (processes/timelines/capacity etc).
-Working with COL-wide HoSAs, set objectives for initial 'off-the-peg' courses to offer to groups (Open Studies/ELE, and collaborations); TFs on GH contracts currently a barrier.
-identify specific areas for growth through COL Marketing and Comms /ongoing discussions with current clients and intermediaries.