TEACHING
EXCELLENCE
DATABASE

The Master’s course "Academic Skills” utilizes the LASPA framework, promoting learner autonomy through personalized education suited to students from diverse backgrounds. This course prepares them for academic success by fostering an understanding of university expectations and enhancing personalized skill development. Course Structure: The semester is structured around four interactive workshops and three individualized consultations. The initial workshop introduces the course design, context, and the autonomous learning philosophy. Each student conducts a SWOT analysis of their academic skills, identifying strengths, weaknesses, opportunities, and threats. This analysis serves as the foundation for personalized SMART goal-setting in subsequent individual consultations. Goals and Progress Monitoring: During consultations, specific academic goals are collaboratively developed. I document discussions in individual files for each of my students, tracking progress and common challenges faced by them and the whole group, which guides the focus of future workshops. Workshops and Collaborative Learning: Workshops blend structured input with peer learning, encouraging students to share insights and collaborate. As students navigate their academic journey, they bring relevant topics and requests for additional support, ensuring that the content remains tailored to their immediate needs. Portfolio Assessment: Throughout the semester, students maintain a portfolio to document their progress and complete tasks aligned with their goals, preparing them for the final assessment. Final Assessment: The course ends in a 30-minute reflective interview during the exam period, where students present their portfolios alongside two major assignments: a video presentation and a written assignment or literature review. We evaluate their progress against their SMART goals during this interview. Grading System: From the start, students are informed of grading criteria: points are awarded for workshops, consultations, portfolio entries, presentations, written assignments, and reflections, facilitating transparent evaluations on a scale of 0-100. Outcomes: By fostering learner autonomy, promoting personalized learning, and utilizing portfolio assessment, this course not only prepares international students for academic challenges but also empowers them to take ownership of their learning journey, fostering skills that extend beyond the classroom.

Methodology

The whole course design is inspired by ALMS (Autonomous Learning ModuleS) run by the Language Centre at the University of Helsinki, Finland, my practice at Masaryk University in Brno, and the course "English Autonomously," as well as my training as a language coach. I believe in personalized learning and empowering students through enhancing autonomy. The course "Academic Skills for International Students" employs the LASPA (Learner Autonomy Supporting Personalized Approach) framework, which emphasizes personalized education tailored to the diverse backgrounds of international students. The course structure includes four interactive workshops and three individualized consultations. Workshops blend structured input with peer learning, allowing students to share insights and collaborate on problem-solving. Each student conducts a SWOT analysis to identify their strengths, weaknesses, opportunities, and threats, which forms the basis for setting SMART goals. These goals are revisited and refined during individual consultations, ensuring continuous progress and adaptation to each student's needs. The seminar group consists of around 20 students, providing an intimate and supportive learning environment. Workshops are 100 minutes each, allowing ample time for in-depth exploration of topics and interactive activities. The workshops cover essential academic skills such as avoiding plagiarism, understanding citation styles, effective reading strategies, presentation skills, time management, and integrating AI tools into academic work. These sessions are designed to be interactive and engaging, encouraging students to actively participate and apply what they learn in real-time. Individual consultations are 30 minutes each and provide a personalized touch, allowing for one-on-one discussions about each student's progress, challenges, and achievements. During these sessions, students receive tailored feedback and guidance, helping them to refine their goals and strategies. This personalized approach ensures that each student receives the support they need to succeed. Assessment is based on a points system, where students accumulate points through various activities: • Workshops: Attendance at four workshops, with each workshop worth 3 points (total 12 points). • Individual Consultations: Participation in three consultations, with each consultation worth 3 points (total 9 points). • Portfolio: Students maintain a portfolio that visually tracks their progress and the work they invest in achieving their goals. The portfolio can earn up to 30 points, with 10 entries of 200 words each or an equivalent of 2000-3000 words in total. • Presentation Recording: A recording of a presentation can earn up to 15 points. • Written Assignment: A larger written assignment, demonstrating the ability to cite and reference correctly, can earn up to 15 points. • Final Interview: A reflective final interview during the exam period can earn up to 19 points. This totals 100 potential points, which are then translated into final grades as follows: • A: 100 - 93 points • B: 92 - 85 points • C: 84 - 75 points • D: 74 - 68 points • E: 67 - 60 points • F: Below 60 points The methodology focuses on fostering learner autonomy, encouraging students to take ownership of their learning journey, and providing them with the tools and strategies needed to succeed in an academic environment. By integrating personalized learning plans, continuous feedback, and a supportive community, the course aims to create a holistic learning experience that addresses the unique needs of each student.

Tools, equipment, technology used

• SWOT Analysis and Needs Analysis: These tools help students reflect on their current skills and plan the content of their learning journey before the course begins. The SWOT analysis allows students to identify their strengths, weaknesses, opportunities, and threats, providing a comprehensive overview of their academic capabilities and areas for improvement. The needs analysis helps tailor the course content to address specific gaps and leverage individual strengths. • SMART Goals: Students set specific, measurable, achievable, relevant, and time-bound goals for the semester, guiding their progress and development. SMART goals provide a clear roadmap for students, ensuring that their objectives are well-defined and attainable within the given timeframe. This structured approach to goal-setting helps students stay focused and motivated throughout the course. • Coaching Techniques: Personalized coaching techniques are used during consultations to help students overcome challenges and achieve their goals. These techniques include active listening, asking powerful questions, providing constructive feedback, and offering encouragement. Coaching sessions are designed to empower students, helping them develop self-awareness, resilience, and problem-solving skills. • AI Tools: Integration of AI tools enhances research, writing, and time management skills, providing students with modern resources to support their academic work. AI tools can assist with tasks such as generating ideas, checking grammar and style, managing references, and organizing research materials. By leveraging AI technology, students can improve the quality and efficiency of their academic work. • Presentation Tools: Software such as PowerPoint and video recording tools are used to create and deliver presentations. These tools help students develop their presentation skills, including organizing content, designing visual aids, and practicing delivery. Recording presentations allows students to review and refine their performance, receiving feedback from peers and instructors. • Reference Management Software: Tools like EndNote or Zotero help students manage citations and references, ensuring academic integrity and proper attribution of sources. These tools simplify the process of organizing and formatting references, making it easier for students to adhere to academic standards. By utilizing these diverse tools and equipment, the course creates a comprehensive and supportive learning environment that addresses the varied needs of international students. This approach not only enhances academic skills but also prepares students for the demands of modern academic and professional settings.

Outcomes and outputs, main results

For Students • Enhanced Academic Skills: Students develop competencies in academic writing, presentations, and research. By mastering these skills, they perform better in other subjects and courses, and are better prepared to write their master’s thesis, reducing stress and increasing completion rates. This comprehensive skill set not only aids in their current studies but also equips them with essential tools for future academic and professional endeavors. • Intercultural Competence: Students gain the ability to work effectively in multicultural teams, enhancing their global readiness and ability to navigate diverse academic and professional environments. This competence is crucial in today’s interconnected world, where collaboration across cultures is often necessary. • Inclusion and personalization: Through personalized learning, the course promotes an inclusive environment, ensuring all students feel supported and valued. This fosters a sense of belonging and encourages active participation, which is essential for a positive learning experience. Students learn to appreciate diverse perspectives and develop empathy towards their peers. • Improved Performance: The combination of enhanced skills and a supportive learning environment leads to improved academic performance and higher retention rates among international students. Students are more likely to stay engaged and motivated, reducing dropout rates and contributing to their overall success. For the Teacher • Professional Development: The teacher develops as a coach and educator, gaining valuable experience in personalized learning and coaching techniques. This role requires continuous adaptation and learning, enhancing the teacher’s ability to support diverse student needs effectively. • Enhanced Coaching Skills: By employing coaching techniques, the teacher hones their skills in active listening, providing constructive feedback, and guiding students towards achieving their goals. This professional growth not only benefits the current course but also enriches the teacher’s overall teaching practice. • Increased Cultural Awareness: Working with a diverse group of international students enhances the teacher’s cultural competence, making them more adept at addressing the unique challenges faced by students from different backgrounds. This awareness is crucial for creating an inclusive and supportive learning environment. For the Institution • Higher Retention Rates: Improved academic performance and a supportive learning environment lead to higher retention rates among international students. This is beneficial for the institution’s reputation and financial stability. • Enhanced Reputation: Offering a course that successfully supports international students in their academic journey enhances the institution’s reputation as a welcoming and supportive place for students from around the world. This can attract more international students and foster a diverse academic community. • Commitment to Inclusion: The course demonstrates the institution’s commitment to inclusion and diversity, aligning with broader educational goals and values. This commitment can be a significant factor in attracting students, faculty, and partnerships that value diversity and inclusion. • Innovative Teaching Practices: Implementing the LASPA framework and integrating modern tools and techniques showcases the institution’s dedication to innovative teaching practices. This can lead to further opportunities for curriculum development and educational research.

Lessons learnt

One of the most profound lessons from teaching this course is the realization that learning is a continuous, mutual process. As an educator, I am constantly learning from my students just as they learn from me. This reciprocal learning enriches the educational experience for everyone involved. • Personalization is Key: Tailoring the course to individual needs significantly enhances student engagement and success. Personalized education helps address the unique challenges faced by each student, making the learning experience more relevant and impactful. This approach requires flexibility and a deep understanding of each student's background, goals, and learning style. • Continuous Feedback: Regular consultations and feedback are crucial for maintaining motivation and ensuring progress. These interactions provide students with the guidance they need to stay on track and address challenges promptly. Continuous feedback also helps build a strong rapport between the teacher and students, fostering a supportive and trusting learning environment. • Peer Learning: Encouraging collaboration and peer learning fosters a supportive community and enhances learning outcomes. Students benefit from sharing experiences and learning from each other, which not only broadens their perspectives but also builds a sense of camaraderie and mutual support. Peer learning activities can include group discussions, collaborative projects, and peer reviews. • Integration of Technology: Utilizing digital tools and AI prepares students for modern academic and professional environments. These tools enhance the learning experience by providing practical skills that are increasingly important in today's digital world. Integrating technology into the curriculum also makes learning more interactive and engaging, helping students to better grasp complex concepts. • Cultural Sensitivity: Emphasizing intercultural competence and inclusion is crucial for creating a supportive and effective learning environment for international students. Understanding and respecting diverse perspectives enriches the learning experience for all participants. This involves not only teaching about cultural differences but also modeling inclusive behavior and fostering an environment where all students feel valued and respected. • Mutual Learning: The learning process is mutual. As an educator, I continuously learn from my students' experiences, perspectives, and feedback. This ongoing exchange of knowledge and ideas helps me to refine my teaching methods and better meet the needs of my students. It also keeps me engaged and motivated as a lifelong learner. • Adaptability: Teaching a diverse group of international students requires adaptability. Each cohort brings unique challenges and opportunities, and being able to adjust the course content and teaching methods to meet these needs is essential. This adaptability ensures that the course remains relevant and effective, regardless of the specific makeup of the student group. • Empowerment through Autonomy: Empowering students to take ownership of their learning journey fosters a sense of responsibility and independence. By encouraging students to set their own goals and track their progress, they become more invested in their education and more confident in their abilities. This empowerment is a key factor in their overall academic and personal development. These lessons highlight the importance of a dynamic and responsive approach to teaching, one that values the contributions of both students and educators. By continuously learning and adapting, we can create a more effective and enriching educational experience for all.

Adaptability and sustainability of the best practice (for other institutions)

No problem, adaptable anywhere as an optional course...

Promotion of best practice

Information System

Scope and impact

• Course/department level
• Faculty level
• Institutional level

It is a course that I tailored for our faculty - we needed to help our international students with their acclimatization and academic performance.

6.1 Digitalization

• Digital skills development and assessment both general and profession-related, embedded in course design, in teaching and assessment
• Artificial intelligence and learning analytics in education and training

Reasoning: We learn about the use of AI and experiment with the tool on a range of platforms

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6.2 Internationalization

• Developing students' multicultural awareness

Reasoning: mixed groups

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6.3 Inclusion and diversity, universal design

• Innovative teaching methodology for inclusion and meet diverse student needs

Reasoning: personalized approach... as an answer to all four

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6.4 Sustainability

• NOT RELEVANT

Reasoning:

3.3 Public contact datas

Name	Email address	Website
Lenka Zouhar Ludvíková	lenka.ludvikova@mendelu.cz