Abstract/Summary

In-sessional EAP tutors who devise tailor-made academic skills courses to integrate with particular degree programmes have much in common with IFP academic skills tutors. Often the ‘outsider’ tutors find themselves having to imagine which ‘practice’ tasks may allow students to improve their skills; the expectation follows that students will then transfer these onto their degree or foundation programmes. An option far more likely to enhance student learning is for the subject academic staff to discuss and collaborate with both in-sessional and IFP academic skills tutors on actual ‘performance’ tasks. The CEM model, first developed at the Newcastle Business School, sets out a structure which encourages such a working relationship, paving the way for a truly integrated student-centred academic skills course.