The University Prep level at the English Language Center is unique from the other levels in terms of curriculum design. Students in this level are permitted to repeat the course without any negative impact. In fact, many students do choose to repeat at this level due to the timing and challenges of applying to their college of choice. Because of this need for students to repeat at this proficiency level in order to bring all skill areas up to the expectations of their next step, adjustments needed to be made so that full advantage can be taken of that additional semester.

Curriculum

The first and most obvious difference between this proficiency level and the other courses at the ELC is that a different text was designed to be used in each of the three ELC semesters (Fall, Winter, and Summer). Although there is a lot of overlap in the general instructions and practice, each text gives slightly different drafted writing tasks. This allows a student to repeat the level without feeling the repetition too keenly. 

As you begin the semester, it can be helpful to note which students are repeating so that you can help them tailor their assignments to be most meaningful to them. It is also important to present the idea of self-plagiarism to them and to encourage original work throughout the semester.

Potential Challenge

In addition to the creativity required to shake things up for repeating students, there is another challenge for UP teachers to consider. This challenge has to do with the shifting needs of the students throughout the semester. More than any other level, a group in UP is likely to have mixed immediate goals. You may have students taking the TOEFL for the third or fourth time, while others will be completely uninterested because of their future goals or an acceptable score already received. There may be students who are professionally oriented and not planning to attend a college in the US. Others may get an acceptance letter mid-semester and lose motivation to engage with the course while they bide their time for enrollment.

With all of these differences, it is essential for a UP teacher to be aware of students' goals and to check in during the semester to reevaluate how the content of the course is supporting the students. Additionally, a UP teacher needs to frequently articulate the application of the skills for the students so the course is clearly relevant to them. While the teacher is not exclusively responsible for a student being motivated to participate, these are two simple ways to navigate these challenges.

If at any point in the semester you feel a need to make a significant adjustment to the curriculum, please reach out to the Writing Skill Area Supervisor and/or the Coordinator of Curriculum and Instruction to make sure that the required course learning outcomes will still be met as you respond to student needs and interests.