A decade of embedding: Where are we now?
Goetz, K
A decade of embedding : W here are we now?
Anna M. Maldoni University of Canberra 0
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Emmaline L. Lear 0
Recommended Citation
0 Maldoni, Anna M. and Lear, Emmaline L., A decade of embedding: Where are we now?, Journal of University Teaching & Learning Practice , 13(3), 2016. Available at:
Follow this and additional works at; http; //ro; uow; edu; au/jutlp
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A decade of embedding: W here 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.
Cover Page Footnote
The authors would like to acknowledge the tireless efforts and unwavering persistence of Robert Kennelly in
the planning, execution and drive of the USP. In addition, we also acknowledge Liam Maldoni and Yasmin
Ahmed for their work on graphics, and the unit convenors, tutors, and especially our students for their belief
and support in the long term sustainability of this project.
This journal article is available in Journal of University Teaching & Learning Practice: http://ro.uow.edu.au/jutlp/vol13/iss3/2
Introduction
Over the last decade, the higher-education sector has undergone a number of changes. With the
Bradley review (Bradley et al. 2008) calling for increased equity and access to university
education, a variety of entry pathways have emerged and led to an increase in a number of
nontraditional students enrolling at universities. At the same time, and in order to meet a shortfall in
government funding, Australian tertiary institutions have been forced to rely more heavily on the
international student market, which has shown an exponential growth in the last decade (Dunworth
2010; Bretag 2015). As the international student population has increased, so too have concerns
about the ability of these students to meet the English-language and academic demands of tertiary
study (Bretag 2007; Dunworth 2010; Brooman-Jones et al. 2011; Arkoudis 2013; Hare 2015). In
fact, since Birrell (2006) first reported that the language proficiency of a significant number of
international students had not improved by the end of the degree, a growing body of research has
emerged indicating that international students continue to lack the appropriate English levels to
communicate effectively at both entry and exit points (Bretag 2007; Dunworth, Fiocco &
Mulligan, 2012).
These findings are not surprising given that studying in an institutional context in a foreign or
second language presents an enormous challenge for international students. The difficulties of
studying at university for foreign students are widely established in the literature (Lear, Li &
Prentice in press; Beaty, Collins & Buckingham 2014). Among the many difficulties, the sheer
volume of academic reading, the research-based nature of written assignments, the need for
critical thinking (Davies & Maldoni 2004) and the technical aspects of academic language
(Johnson 2008) are all significant impediments to successful study. Wilson (2003) points to the
time-consuming nature of reading for those who have li (...truncated)