Needs analysis proposal In general the proposal is for a quite conservative needs-analysis focused on familiarizing ourselves with the

requirements of the specialization programmes in terms of input, output and the skills and required level of English that students require to pass these courses. Once this is established, we will hopefully be in a better position to assess whether our current courses address these needs and, if not, be better able to construct courses that do so. There are a number of steps that I see as being necessary to doing this in an effective and through manner. 1. 2. 3. 4. 5. Step 1 Firstly, we need to establish the general purposes of our programmes. This is necessary as there appears to be some confusion as to whether specialization courses should be preparing students for their study within the college or for needs after graduation. I would suggest the following: Preparatory programme: To prepare students to an adequate level and equip them with appropriate skills to perform adequately at specialization Level 3. In addition, the program should support students concurrent studies in mathematics. Specialization programme (Level 3 4): To support students in their concurrent studies and prepare them for subsequent studies by training them in appropriate skills and, where necessary, improving their level of general English. Specialization programme (Level 5): To support students in their concurrent studies and prepare them for subsequent studies by training them in appropriate skills and, where necessary, improving their level of general English. To train students in a selection of skills appropriate to their probable areas of employment subsequent to graduation. Establishing purposes of courses. Establishing aims of the needs analysis. Establishing the procedure of the needs-analysis. Conducting the needs analysis. Prepare and present the final report of the needs analysis findings.

Step 2 Then we need to establish the general aims of the needs analysis itself. I would suggest the following aims: To familiarize ourselves with the type, amount and level of the written and oral input to which students will be exposed at different levels of the specialization programme (SP).

To familiarize ourselves with the types and amounts of output required from students at different levels of the SP. To ascertain the level of language proficiency required to produce adequate output at different levels of the SP. Focusing on the level required level for entry to SP level 3 and exit level at SP level 6. To ascertain particular skills needed by students to adequately perform task in the SP courses. To work collaboratively with instructors in the SP to verify these findings. To consult students regarding their perceptions of the difficulties they face when dealing with input and producing output for the SP courses. To determine the probable Language needs (in terms of tasks to be performed) in students initial employment situations post-graduation. To prepare a report of the findings to allow current courses to be critically assessed and, in necessary, modified to meet the needs identified.

Step 3 Once the aims have been agreed upon the needs analysis procedure needs to be agreed upon. I would suggest the following procedure: 1. Present the agreed procedure to the relevant college bodies to gain support for the process. 2. Consult with SP chairmen to inform them of the proposed procedure and gain their support for this. 3. In consultation with SP chairmen, identify representative courses (RCs) within their departments for analysis. As analyzing all courses would be too much work, I would suggest identifying two courses in each department in each semester would be sufficient. Criteria for identifying these would need to be established (e.g. number of students taking the courses, how representative the input and output in the course is of other courses at this level) 4. Collect course descriptors (ABET) and input, in the form of textbooks, manuals and any other written materials for RCs. Collect examples of adequate and inadequate (as determined by SP instructors) output from RCs. 5. Analyze input to determine the required skills and level of English (structural and lexical) needed to adequately deal with texts. Also, determine the weight of the required reading load. 6. Analyze course descriptors to determine the types of output required for RCs. Examine the number and length of outputs to determine the workload of RCs. 7. Analyze the examples of output to determine the skills and level of English proficiency required to produce adequate output on RCs.

8. If possible, conduct interviews with SP staff to determine typical classroom procedures and teaching styles to ascertain students needs regarding responses to input, possible collaborative work and output in the classroom. If possible, observe some classes. 9. Consult with students on RCs to determine their estimations of their needs in terms of which parts of the courses they find most challenging. 10. Collate these results to establish a picture of the typical input, output, skills and level of English required by students studying at specialization levels 3, 4, 5 and 6. 11. If possible, consult with graduates and companies to determine their language needs in typical post-graduation employment situations. 12. Prepare a provisional report outlining the findings and present this to the SP department chairmen for their comments. 13. Prepare a final report outlining the needs by level. Step 4 When the procedure is agreed with all relevant parties, conduct the needs analysis. Step 5 Prepare a final report of the findings of the needs analysis and present this the ELC Director, curriculum committee and any other concerned parties.