A decade of embedding: Where 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.

To embed, not to embed, how to embed

“…This mix of participants led to rich collaborative discussions within the groups. They seemed to draw out that the more a learning developer is truly embedded (in the sense in which Maldoni and Lear (2016) define it), the more effective the work is. Many of the delegates felt they were embedded on others' terms and in an ad-hoc way, leading sometimes to a feeling of being built-in in name, bolt-on in nature.…”

“…Embedding might be best thought of as 'epistemological alignment' between learning developers and academic disciplines: that is, working with the lecturers longitudinally to co-design and co-deliver. Maldoni and Lear (2016) describe this model as 'embedded, integrated and co-taught'. Learning developers may be embedded in other ways (e.g., physical location, operational or line management) but this does not necessarily equate to embedded provision; it could still operate in practice as a 'bolt-on' rather than an integrated element of students' learning.…”

Sustainable embedded academic literacy development: the gradual handover of literacy teaching

“…An embedded or integrated approach to academic literacy development involves teaching literacy within courses and programs as part of the core curriculum (Baik and Greig 2009;Maldoni 2018;Wingate 2019). It is widely regarded as optimal for students as it focuses on the specific discourses of their discipline (Clarence 2016;Chanock et al 2012;Maldoni and Lear 2016;Murray and Nallaya 2016;Thies et al 2014;Skillen and Mahony 1997;Wingate and Tribble 2012). This includes discipline-specific ways of 'reading, evaluating information, as well as presenting, debating and creating knowledge through both speaking and writing' (Wingate 2018, 350).…”