DLS: What’s It All About?! · The IELTS guidelines state that students with an average score of...

ENGLISH LANGUAGE TEACHING CENTRE UNIVERSITY OF SHEFFIELD

DLS: What’s It All About?! A teacher’s guide to the Departmental Language

Support Programme

General information, FAQs and Procedures for DLS teachers September 2014

DEPARTMENTAL LANGUAGE SUPPORT (DLS) TEACHER GUIDE

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CONTENTS PAGE

1.0 INTRODUCTION 3 1.1 What is DLS? 1.2 The Requesting Process 3 1.3 Language Coordinators 3

2.0 STUDENTS 2.1 Who are the students? 3 2.2 What level of English do the students have? 4

3.0 TEACHERS 4 3.1 Doesn’t the teacher need to be a specialist in the academic subject area? 4 3.2 So what kind of teacher is needed to teach DLS? 4

4.0 COURSES 4 4.1 How long are the DLS courses? 4 4.2 Who decides what format the support classes will take? 5 4.3 Needs Analysis 5 4.4 Assessment 5 4.5Where do classes take place? 5

5.0 RESOURCES 5 5.1 Are there syllabuses for the courses? 5 5.2 Where are the resources for DLS classes? 5 5.3 Isn’t making my own materials very time-consuming? 6 5.4 DLS website 6 5.5 Equipment 6

6.0 COURSE ADMINISTRATION 6 6.1 Relationship with departments 6 6.2 Registers, attendance & punctuality 6 6 .3 Records of work 7 6.4 Renegotiating for the following year 7 6.5 Feedback 7 6.6 MOLE 7 6.7 Email 8 6.8 WAS & Mini-WAS procedures 8 6.9 Course Report 8 6.10 Your timetable & preparation 8

6.11 Cover & Illness 8 6.12 Meetings 9 6.13 Complaints 9

6.14 Concerns about students 9

Appendix 1 DLS teacher responsibilities 11

Appendix 2 Language Coordinator role description 13

Appendix 3 a. Session 1 Registration form 16

b. Record of Work 17-18

c. Attendance Record 19

Appendix 4 List of departments contacts 2014-15 20-22

NB: Samples of recent Needs Analyses, Course Outlines and Course Reports are in the DLS Shared Folder.


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1.0 INTRODUCTION

This guide provides information about the DLS programme. Appendices are at the end: course forms

and supplementary information are provided.

1.1 What is DLS?

The ELTC provides tailored language support classes to specific departments in the form of the

Departmental Language Support Programme (DLS), e.g. Language Support for Mechanical

Engineering. Such narrowly defined courses are known in the ELT profession as English for Specific

Academic Purposes (ESAP), although, elsewhere, they may not be provided as a ‘support’ service.

In many departments, language support classes are optional but some departments make them

compulsory. Often weaker students are recommended to take the classes. As these are support

courses, they are not credit-bearing.

The ELTC is supporting 38 university departments in 2014-15. A full list of the departments is

available in Appendix 5 of this handbook.

1.2 The Requesting Process

As a support service, DLS does not generate income directly for the ELTC. The DLS ‘budget’ consists

of hours not £££. The ELTC has a ‘pot’ of hours which is shared out among departments. Around

Easter, departments are invited to request for hours of support for the following academic year.

Each department can request for a maximum of 50 hours; some departments do not request for

their full ‘ration’.

If requests/requests for extra hours exceed the hours budget, departments are charged for the extra

sessions. The 2014-15 internal rate is £41.73/hour.

1.3 Language Coordinators

The member of academic staff who is responsible for organising and overseeing language support in

a particular department is called the language coordinator. Language coordinators vary in their

engagement with language support: some are very involved, regularly reminding their students to

take up support and providing language teachers with materials promptly. Others have been

delegated the task and are less engaged so you may need to be persistent in your attempts to get

information. They are all very busy people and it is only recently that their role/responsibility has

been recognised by their departments. Take a look at the document outlining their role (Appendix 1)

– it will give you an idea of what you can expect of them and what you can ask them for.

2.0 STUDENTS

2.1 Who are the students?

Usually, language support classes are aimed at international students whose main language is not

English. We also provide some workshops to home students whose first language is English. These


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workshops tend to be skills-based and very specific, e.g. ‘How to write an Abstract’, ‘Written

Academic Style’ etc.

DLS students can be undergraduates (UG) at any level (L1, L2, L3, L4); taught postgraduates (PGT); or

research students, e.g. Ph.D students (PGR). The ELTC encourages departments not to mix UGs with

PGs, as they have different needs.

2.2 What level of English do the students have?

The IELTS guidelines state that students with an average score of 6.0 or 6.5 on an academic course

will need language support (IELTS Handbook, 2007:5). The University’s minimum English language

entry requirement is IELTS 6.0. For some visiting students (e.g. students on the Erasmus programme),

there is no such requirement. A student with an average IELTS score of 6.0/6.5 will probably find

many areas of his/her course (e.g. following lectures, writing reports, reading academic texts, giving

presentations, participating in seminars, working in a group etc) challenging.

DLS courses can help students access their subject knowledge by improving their communication

skills, thereby enhancing the quality of the student learning experience and enabling them to

produce work of a higher quality.

3.0 TEACHERS

3.1 Doesn’t the teacher need to be a specialist in the academic subject area?

No - the students need language use and skills improvement; they get subject knowledge from

academic tutors and language support from language teachers. EFL teaching principles are

essentially the same for ESAP.

The students may need to work on pronunciation of the specialist words – but they should know the

meanings/definitions. Indeed, they are usually happy to explain their jargon to the teacher (and to

show off to each other!). Many students need to improve their reading, paraphrasing and

summarising skills; the teacher can use texts from the subject area to practise these skills. Even in

workshops for home students, generally you will find that the students have quite weak academic

English skills. Academic staff are usually very helpful in providing models (e.g. lab report) for genres

that the teacher may not be familiar with, and other advice.

3.2 So what kind of teacher is needed to teach DLS?

Flexible teachers who are willing to take the initiative to communicate with academic staff and who

enjoy creating language learning materials. You should ideally have the DELTA and/or experience of

ESP/ESAP. Qualifications, previous experience or an interest in one or more of the subject areas ELTC

supports are also useful.

4.0 COURSES

4.1 How long are the DLS courses?

Because they are tailored, DLS courses vary in length. Courses are usually taught during Semesters 1

& 2. Sometimes they start a week or two after the beginning of the semester to allow students to


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settle into their main degree course. In Semester 1, classes usually end at Christmas. Semester 2

courses tend to be quite short and often end at Easter.

Departments can request regular classes, writing advisory tutorials of varying lengths, and

workshops. These class formats can be mixed and matched to ensure the students get effective

support when they need it. For example, a department may request regular classes in Semester 1 ,

WAS for specific students in Semester 2, and a couple of Dissertation Writing sessions after Easter.

Occasionally, departments request sessions during university vacation period, which we do our best

to provide. Because the department’s usual ELTC tutor may be on holiday, another appropriately

experienced teacher may be deployed.

4.2 Who decides what format the support classes will take?

When a department first expresses an interest in having tailored support classes, an ELTC teacher

meets a member of academic staff in the department, usually (but not necessarily) the language

coordinator. They discuss student and departmental needs, and the ELTC teacher suggests various

formats accordingly.

4.3 Needs Analysis

You should conduct a needs analysis with your students at the beginning of the course. You should

use this information and the information from the language coordinator to help you decide on the

course content. Sample Needs Analyses and course outlines are in Appendix 4 of this handbook.

4.4 Assessment

There is no formal assessment of DLS courses as they are support courses.

4.5 Where do classes take place?

Departments are responsible for finding a room and informing the ELTC where it is. This means that

often, DLS classes are held in the department itself and could be anywhere on the University Campus.

5.0 RESOURCES

5.1 Are there syllabuses for the courses?

As the courses are tailored, there are no fixed syllabuses. However, once a teacher has discussed the

students’ needs with the academic staff, and the format of delivery has been decided, the teacher

should draw up a course outline for the department and the students.

5.2 Where are the resources for DLS classes?

There are an increasing number of published materials that you may be able to use and these have

been listed by the Resources Coordinator; however, there are relatively few appropriate published

resources available for many of the subjects these courses cover, so DLS teachers tend to make their

own materials. To help your colleagues, you should therefore contribute materials you make to a

central source. Although, currently this is mainly paper-based, there is also a MOLE space where you

can submit your DLS materials (and course outlines) for future teachers to use or adapt. Please


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contact David Read ([email protected]) or Nick Murgatroyd ([email protected])

if you would like a MOLE course set up for your DLS students.

5.3 Isn’t making my own materials very time-consuming?

Yes, it can be, especially when setting up a course for the very first time. We take this into account

when creating your timetable. We recommend that teachers contact the language coordinator for

topics related to the academic subject, and also to give some reading references.

5.4 DLS website

The DLS website is growing. Students should be able to see when and where their classes are. The

SurveyMonkey student feedback (204-15) link will be on the DLS website. ELTC has created a

webpage for DLCs; if you are interested in helping develop this site (e.g. Scholarship Time project),

please let the DLS manager know.

5.5 Equipment

You should ask the language coordinator to organise any technology (e.g. projector) you need.

6.0 COURSE ADMINISTRATION

6.1 Relationship with departments

The importance of the ELTC relationship with departments cannot be overemphasised. The success

of the DLS courses depends on effective communication between the DLS tutor, academic staff and

the students. The ELTC works hard to maintain and develop these relationships, which can

sometimes seem one-sided.

As a DLS tutor you will communicate regularly by email, phone and in meetings with the language

coordinator in ‘your’ department. For DLS teachers, preparing for and teaching these courses is a

major part of the work; for the academic staff, the organisation of DLS courses is another relatively

minor task that needs to be ticked off a ‘To do’ list. It is therefore your responsibility to maintain

regular contact with the academic staff.

In order to provide tailored support, you will need to discuss with the language coordinator which

skills/areas of language their students need support with. You should also ask the coordinator to

provide some reading materials, subject related topics, assignment deadlines etc to help you tailor

your materials and course.

6.2 Registers, attendance & punctuality

It is important to maintain an accurate record of attendance. Sometimes departments require their

students to attend DLS classes and academic tutors may ask you to provide a record of attendance

for the class or may ask about the attendance of a particular student.

The DLS online system allows students to ‘register’ for your class. In the first session you should

check that students have registered, however this doesn’t currently link to attendance registers

(possibly next year). Please take their names, email addresses and usernames (for setting up a

MOLE module). You can then use this information to create a register. A form (‘Session 1

mailto:[email protected]



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Registration) is available in the shared drive and in Appendix 2 of this document. There is also a

sample Attendance Record in Appendix 2.

You should remind students to be punctual to class so they do not disrupt the lesson. However,

please also remember that they may be coming from another building, or a lab session, seminar or

meeting that may have overrun. Students may have to leave a support class early to set up or

monitor an experiment or to meet a supervisor.

6 .3 Records of work

Records of work are required for each group you teach. A copy is included in Appendix 2 of this

document.

6.4 Renegotiating for the following year

Just after Easter, the requesting process for the following year’s language support starts. Language

coordinators are encouraged to discuss their requirements with you before submitting their request.

Student feedback, your own feedback, and discussions with the language coordinator should inform

the request for hours and format (e.g. regular classes, 30-minute WAS, workshops etc).

6.5 Feedback

Like other ELTC courses, DLS student feedback is collected formally online, using SurveyMonkey. You

should, however, get informal feedback regularly from your students to ensure that the sessions and

materials are useful.

It is difficult to collect evidence showing that a course has been successful as such evidence tends to

be rather indirect. In the past, academic staff have commented on the improved quality

/effectiveness of student writing, seminar participation etc. Students have also commented that

their marks have improved. Neither of these involves systematic data collection or analysis but it’s

very nice to know! In the meantime, you should try to collect evidence of student language at the

beginning of the course and at the end of a course, to see if there is a measurable improvement. We

are currently looking at ways to do this.

After a course has finished, you should ask the language coordinator for informal feedback, i.e.

whether s/he and colleagues have noticed a difference in the communication skills. Some

departments may be able to supply you with more formal evidence, e.g. improved assignment marks.

6.6 MOLE

It is useful to set up a specific MOLE course for your students as this allows you to upload materials,

reference resources etc for their use. This is particularly useful if some students are unable to attend

regularly. It also allows you to contact them easily, e.g. to encourage them to come to class, remind

them to do their homework, etc. To set up a MOLE course, you will need the students’ usernames,

which you should have collected on the ‘Session 1 Registration’ form.


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6.7 Email

If you set up a MOLE course for your students, you can email them directly.

If students have registered for your class on the online DLS system, ELTC can contact them directly in

the event of class cancellation due to teacher illness or other circumstances

6.8 WAS & Mini-WAS procedures

It is common for departments to ask for WAS in their departments. This could be for Postgraduate

Research students who need help with sections of their Thesis or other research report. It is very

common for departments to ask for WAS in Semester 2, after the students have received their

Semester 1 assignment results and feedback. In this case, linguistically weak students are usually

identified for a ‘mini-WAS’ – a 30-minute session where you can look at their writing.

To run these sessions efficiently, the language coordinator creates a Google Doc (or a sign-up sheet

to be placed in the departmental office). You will need to remind the language coordinator of this

well in advance of sessions starting. Students sign-up for their session and you should be able to see

their name, appointment time on the Google Doc. If the Department still use a paper sign-up sheet,

student names, appointment times and email addresses should be sent to the language teacher a

couple of days before the session. It is recommended that the language teacher emails the students

the day before the appointment to remind them to bring their work (e.g. section of thesis, report, or

assignment and feedback) to the appointment. Also, if the student has to cancel for some reason,

s/he can contact the language teacher directly.

For WAS to be successful, the department and ELTC should explain how the appointment system

works and remind them to make an appointment. Because there may be a break between Semester

1 classes and the WAS sessions, teachers should ensure that they explain the system to the students

before the break.

6.9 Course Report

At the end of each course, or semester, you are required to write a course report. The report should

include areas such as attendance, main language areas covered in the course, successes, problems

(classroom, admin etc) and recommendations. Copies of the report should be sent to the academic

director for Language Support and the language coordinator in the relevant department.

6.10 Your timetable & preparation

Travel time to different sites of the University is taken into account when your timetable is created.

Also, you will probably have to create your own materials, so you are given more preparation time in

your timetable than for other courses. When your DLS course ends you can develop more materials,

write your course report etc. You will also be deployed to WAS and possibly other Language Support

development projects.

6.11 Cover & Illness

If you have a planned absence (e.g. medical appointment), you should inform Alice Lawrence as soon

as possible. ELTC will try to find a cover teacher; if a cover teacher is found, you will be required to


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prepare a lesson and appropriate materials for her/him. If it is not possible or appropriate to ask a

cover teacher to teach your lesson, you will be required to reschedule the class.

If your absence is unplanned (e.g. due to sudden illness), you should phone Hans Heap (01142

221793) and Alice Lawrence (01142 221797) as soon as you can, and preferably before 8.30 a.m. You

should let us know how many days you are likely to be off work; if this is difficult to gauge, you

should phone or email Hans or Alice on a daily basis to let us know your recovery progress. Apart

from if an absence falls on a Wednesday, Alice will contact the DLC to inform her/him that a lesson

has been cancelled. She will also contact the students. Hans will do this on Wednesdays.

6.12 Meetings

There are pre-course meetings at the beginning of every semester. You are expected to attend these

meetings.

You will notice that your timetable includes DLS meetings several times each semester. We can

discuss DLS-related problems and share advice/tips (TD).

6.13 Complaints

If you have any problems or complaints, please contact the DLS manager (AL).

Students on these courses are very grateful for the support we provide. However, if a student

complains to you (e.g. about the level of the class, lessons and/or materials), you should consider

the facts and context carefully. If one student finds the class too easy but others do not, then

perhaps this student does not need the support on offer and can be directed to other forms of

language support.

It is a good idea to remind students that the course content has been negotiated with them and the

department and also to consult with them about the usefulness of materials etc.

6.14 Concerns about students

Occasionally, you may be very concerned with the language performance of a particular student; or

you may get the impression that a student is struggling on his/her academic course because of their

English. You may feel that it is necessary to flag up your concerns with the student’s tutor. Before

you do this, you should always discuss the situation with the student, and get permission to contact

the academic tutor. This is a very sensitive area and you are also advised to talk to the Programme

manager (AL) before contacting a student’s tutor.


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UNIVERSITY OF SHEFFIELD

Appendices


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APPENDIX 1 DLS Teacher Responsibilities

Pre-course

1. Contact Departmental Language Coordinator (DLC) to:

a. discuss needs of department and perceived student needs, especially in the light of

student and/or teacher feedback on the previous course; prepare a course outline

and send to DLC for comments.

b. request reading /course materials and/or access to students’ course or module

MOLE;

c. find out about coursework and deadlines that may be relevant to your support

classes;

d. ask whether the DLC requires regular attendance (including names) updates;

e. confirm timetable /room details in case of last minute changes

f. check what A-V resources there are in the designated room, and request any

equipment you think you may need.

It may be more convenient to arrange to meet the DLC to get this information: it reminds them that

you’re a person (!), saves lots of emailing, you can ask them any questions directly, and then you can

follow up by email if necessary.

2. Set up a MOLE course so you can upload any materials for students who are absent; this will

allow you to email students (e.g. sending them reminders).

During course

1. Distribute Course Outline to students and ask for their input. If you amend it, remember

to send a copy to the DLC.

2. Keep your DLS folder tidy and up to date; it should You may also wish to keep relevant

information about module deadlines etc for reference – but your folder could get too

full, too quickly!

3. Prepare appropriate materials, and deliver lessons, for students in the particular

department you are supporting.

4. Get early/regular feedback from students about the lessons, materials etc.

5. Encourage students to use WAS.

6. Keep your register and Record of Work up to date.

7. Provide the DLC with regular updates about student attendance and engagement; if the

DLC has not requested attendance updates, you should still send a figure (i.e. no student

names) so the DLC is aware of support uptake and can then encourage students to

attend if necessary.

8. Ask if you can audit a lecture and a seminar so you get firsthand experience of the

student experience.

9. Let DLS manager know if you have any problems with any of the above.

10. Share your ideas with other DLS teachers.


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Post-course

1. Return your DLS folder(s) to the DLS shelf in the Resources room. It should contain a copy of

the Course Outline, Register, Record of Work, and materials you have used in class.

2. Write a report for ELTC and DLC covering the following:

i. Attendance

ii. What you covered

iii. What worked well

iv. What didn’t work well

v. Any other issues (e.g. with room, time etc)

vi. Recommendations for future course

vii. Anything else you think relevant

3. Send report to DLC and DLS manager

4. When DLS is not taking place, you are expected to work on DLS course & materials

development. You may also be deployed to WAS.


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APPENDIX 2 Language Coordinator Role Description

Background

The English Language Teaching Centre (ELTC) has been providing ‘tailored’ English Language Support

to academic departments for a number of years.

In 2007-08, the ELTC changed the way it provided support, expanding the provision of support to a

wider range of academic departments. The new system required the identification of a ‘language

coordinator’ within each academic department. In many departments, the HoD nominated a

member of staff to this role. In some cases, enthusiastic individuals put themselves forward.

The role of the coordinator is to collaborate with the ELTC to:

1. identify students requiring language support;

2. organise the timetable and rooms;

3. collaborate with the ELTC to decide the content and format of the support;

4. provide the ELTC with information about the students’ course(s), assignment requirements,

deadlines etc. so that the ELTC tutor can design materials related to the students’ academic

subject.

The experience of the ELTC, certain academic departments within UoS, and other HEIs, is that close

collaboration between the language support staff and the academic staff in departments is crucial to

the success (in terms of student uptake, regular attendance and improved language skills) of the

support programme. Another important factor in the success of the programme is effective

communication between the language coordinator and colleagues and students.

A recent meeting between the ELTC staff and academic staff highlighted the fact that the role of the

language coordinator has been growing and is increasingly time consuming. This is often due to the

fact that language support provision is being extended to different cohorts/groups of students

within a department, and also because there is an increasing number of international students

(whose first language is not English) studying in departments. This means that the language

coordinator has to communicate with more people and generally do more organising.

At the meeting it was decided that a list of responsibilities be drawn up so that HoDs understand

what the role of Departmental Language Coordinator entails so they can adjust workloads

accordingly. Also, this would help managers in departments understand that DLS is important and

communicate this to their staff and students.

The ELTC has prepared a guidance document for the Departmental Language Coordinators.


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The list below outlines the responsibilities of the Departmental Language Support Coordinator.

1. Organising Support

Collaborate with the ELTC to decide the content and format of the support;

Submit an annual ‘request’ for tailored support;

Link DLS course outline to assessments (‘timely’).

2. Identifying students needing support

Get personal/module tutors to identify struggling students and pass this information on to the language coordinator.

Organise a language diagnostic exercise if appropriate.

3. Materials Send the following materials to ELTC tutors:

Topics

Coursework deadlines

Module information/descriptions

Course/programme handbooks

Sample work

Sample/past questions or assignment titles

Key texts/bibliographies

4. Timetabling & Attendance

Fit language support into departmental timetable(s);

Book appropriate rooms;

Advertise DLS/ELS via lectures. Use ‘student voice’ or other students who have benefitted from this previously;

Remind students to attend – don’t rely on them looking at their timetable.

5. Communication

Communicate regularly with colleagues about language support /’needy’ students;

Encourage staff to recommend students take up the support sessions on offer;

Communicate regularly with students about language support available;

Communicate regularly with ELTC tutor (or manager) about any issues (e.g. attendance, new assignments, timetable changes etc) that could affect the ‘tailored’ language support programme;

Communicate with CILASS student ambassador about language support issues and/or identify a 2nd year international student as a ‘language support ambassador’ to be a point of contact within the department;

Encourage international student mentoring.

Other points

Organise ‘taster’ sessions in the department for students studying English at the ELTC (i.e. pre-sessional English preparatory courses) before they start their academic studies in the academic department.

Because of new visa requirements & offers, new routes into departments, and new relationships with international governments (e.g. KASP), the Departmental Language

Coordinator would also be able to collaborate with the ELTC, if necessary, on matters relating to these areas.


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DLS REGISTRATION FORM

Department _______________________________ Year/Semester ______________

Group ____________________________________ Day /Time ___________________

Name Email Username Personal tutor Name

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.


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RECORD OF WORK


Group ____________________________________ Day /Time ___________________

DATE LESSON CONTENT NUMBER OF

STUDENTS


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POST-COURSE COMMENTS

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________


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ATTENDANCE RECORD


Group ____________________________________ Day /Time ___________________

NAME


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APPENDIX 4 DEPARTMENTS 2014-15

Automatic Control Systems & Engineering (ACSE)

Anna Charlton [email protected] +44 114 222 5635


Renata Ashton (Admin)

[email protected]


Matthew Ham [email protected] +44 114 222 5641

Applied Linguistics Gabriel Ozon [email protected] +44 114 222 8478

Animal & Plant Science (APS) (Admin)

Angela Doncaster

[email protected] +44 114 222 0067

Animal & Plant Science (APS) Gareth Phoenix [email protected]

Architecture Florian Kossak [email protected] +44 114 222 0341

Chemical & Biological Engineering (CBE) previously known as ‘CPE’)

Xiubo Zhao [email protected] +44 114 222 8256

Chemistry (Nanjing) Michael D Ward [email protected] +44 114 222 9484

Chemical & Biological Engineering (CBE) previously known as ‘CPE’)

Henriette Jensen

[email protected]

Chemistry (Nanjing) Amanda Melland


Civil Engineering (Admin) Pam Gattaura [email protected] +44 114 222 0250

Civil Engineering Shan-Shan Huang


Computer Science (Admin)

Elizabeth Bridges


Computer Science Richard Clayton [email protected]

Department for Lifelong Learning (DfLL)

Verity EV Brack [email protected] +44 114 222 7085

Department for Lifelong Learning (DfLL) (Study Skills Coordinator)

Alexandra P Berry


Economics Anita Ratcliffe [email protected] +44 114 222 3312



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Economics David Cuberes [email protected] +44 114 222 3313

Economics Panagiotis Nanos

[email protected]

Economics Peter Wright [email protected] +44 114 222 3413

Education (Admin) T. A. Earnshaw

[email protected]

+44 114 222 8115

Education Sabine Little [email protected]

Electronic & Electrical Engineering (EEE)

Peter L Judd [email protected] +44 114 222 5171

Geography Deborah Sporton


Geography Jojo Nem Singh [email protected] +44 114 222 7944

Human Communication Science

Sara J Howard [email protected] +44 114 222 2448

Human Nutrition Theresa Caruth [email protected] +44 114 222 5536

Human Nutrition (Admin) Margo E Barker [email protected] +44 114 271 3782

iSchool (previously ‘Information School’)

Peter Stordy [email protected] +44 114 222 2668

Journalism Jairo Lugo-Ocando

[email protected]

+44 114 222 2506

Journalism Jessica Meacham

[email protected]

+44 114 222 4253

Law Richard Collins

[email protected]

+44 114 222 6831

Landscape (LSC) Clare Rishbeth [email protected] +44 114 222 0606

Management School (SUMS) Naoko Komori [email protected] +44 114 222 3491

Management School (SUMS) (Admin)

Rebecca M Kendrick


Management School (SUMS) Akash Sehdev [email protected] +44 114 222 3392

Material Science & Engineering (MSE) (Admin)

Karen A Burton [email protected] +44 114 222 5941

Material Science & Engineering (MSE) Platon Kapranos [email protected] +44 114 222 5509

Material Science & Engineering (MSE) (Admin)

Tracy V Sampson


Mechanical Engineering Swee Chin [email protected]

Mechanical Engineering (Admin)

Nikki Farquar [email protected]



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Mechanical Engineering (Admin)

Lynne Gilchrist [email protected] +44 114 222 7802

Medical Faculty PGR (Admin) Louise Goss [email protected] +44 114 271 2609

Music Stephanie E Pitts


Philosophy Rosanna Keefe [email protected]

Physics & Astronomy (UG) Paul Faulkner

[email protected]

+44 114 222 0576

Psychology Tom Rutter [email protected] +44 114 222 8473

Sociological Studies Joanne Pepper [email protected] +44 114 222 6464

Sociological Studies (Admin)

Maureen Howard


Town & Regional Planning (TRP)(Admin)

Keely Robinson [email protected]

Town & Regional Planning (TRP) (Admin)

C. Goacher [email protected] +44 114 222 6901

TRP/LSC Study Skills Coordinator Sharon Wan [email protected]

Translational Oncology Carolyn Staton [email protected] +44 114 271 3782

School of East Asian Studies (SEAS)

Yu Chen [email protected] +44 114 222 8427

School of English Madeleine Callaghan

[email protected]

School of English (Admin/rooms)

Helen Penkethman

[email protected]

School of Health and Academic Related Research (ScHARR)

Alan O'Rourke [email protected] +44 114 222 1721

School of Mathematics & Statistics (SOMAS)

Mordechai (Moty)Katzman

[email protected]


Danielle Colley [email protected]

+44 114 222 3801


Sarah Medway [email protected] +44 114 222 3761


DLS: What’s It All About?! · The IELTS guidelines state that students with an average score of...

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