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Caroline Brandt

Caroline Brandt

Dr. Caroline Brandt
Associate Professor

Department of English
+971 (0)2 607 5388

cbrandt@pi.ac.ae

Dr Caroline Brandt holds a PhD in Applied Linguistics (University of East Anglia, UK), an MA in Linguistics for TESOL (University of Surrey, UK) and an undergraduate MA in Linguistics (cum laude) (University of Edinburgh, UK), as well as two teaching qualifications: a Cambridge ESOL Diploma in English Language Teaching to Adults (DELTA) and a Cambridge ESOL Certificate in English Language Teaching to Adults (CELTA).

Caroline has 35 years of experience in various areas of Applied Linguistics. She worked for the British Council in Abu Dhabi from 1986 – 1993, being promoted to Assistant Director of Studies in 1988. She subsequently held variousacademic positions in universities in 5 countries, including Hong Kong, Brunei, New Zealand and Bahrain.

In 2006, Caroline returned to the UAE and joined the Petroleum Institute (PI) in Abu Dhabi as an Assistant Professor in the Communication Department in the College of Arts & Sciences (CAS), and was promoted to Associate Professor in 2010. While at the PI, she held a number of positions of responsibility including Assistant Director of the Women in Science and Engineering (WISE) Program; Chief Editor, PI Record of Scholarly Publications; Director, Writing Centers; Chair of the Communication Department; Deputy Dean, CAS; and Acting Dean, CoAS, from January 2017 to January 2018. The Petroleum Institute became part of the Khalifa University of Science and Technology in 2017.

While at the PI, Caroline received two awards: the Petroleum Institute Faculty Service Award, 2013; and the Petroleum Institute Arts & Sciences Program Teaching Award, 2009.

Carolinewas recently appointed as a Fellow of the Royal Society of Arts.

At Khalifa University of Science and Technology, Caroline is currently Associate Professor in the Department of English in the College of Arts & Sciences (CoAS) and Interim Associate Dean of Graduate Studies, CoAS.

Caroline’s scholarly work focuses primarily on second language acquisition, in particular on academic literacy, and she has presented and published widely in this area. Her publications include various chapters, journal articles and conference proceeding papers as well as 3 books (see below for details).

Over the years she has held various professional roles, such as:

  • Advisor, Petroleum Institute student team, 4th UAE Undergraduate Student Research Competition (UGSRC), College of Research and Graduate Studies, Abu Dhabi University. Project entitled: ‘Towards a usable sulfur-fiber composite’. May 9th 2016.
  • Advisor, Petroleum Institute and Abu Dhabi University student team, 1st UAE Undergraduate Student Research Competition (UGSRC), College of Research and Graduate Studies, Abu Dhabi University. Project entitled: ‘Substitutes for body language in social media’. April 23rd 2013. Team won 1st Prize.
  • Reviewer, Asian Journal of English for Specific Purposes, Vol. 12, No. 2, 2016.
  • Editorial board member, Learning and Teaching in Higher Education: Gulf Perspectives, 2008 – present.
  • Reviewer, Objective: IELTS, Cambridge University Press.

Reviewer, IELTS Action Plan, Cambridge University Press.

  • Reviewer, Language Leader, Pearson Longman PLC.
  • External Assessor, Cambridge ESOL Certificate in English Language Teaching to Adults (CELTA). Assessed 15 courses in 6 countries.
  • Tutor, International House Cambridge ESOL DELTA Distance Training Program.
  • Program Director and Tutor, Cambridge ESOL Certificate in English Language Teaching to Adults (CELTA).
  • Examiner, IELTS.
  • Examiner, Cambridge ESOL Suite.
  • ENGL111 English Communication 1
  • ENGL112 English Communication 2
  • COMM151 Communication 2
  • COMM501 Technical and Scientific Writing

Dr Caroline Brandt’s particular area of teaching interest is the development, in an ESL context, of undergraduate and postgraduate engineering and science students’ written and oral communication skills utilizing enquiry-based learning approaches with a specific focus on:

  • Linguistic features of academic writing (lexis and modality / grammatical mood in particular);
  • Post-process approaches to teaching writing;
  • Constructively-aligned curriculum design for integrating content and language learning;
  • Epistemological beliefs of first-year students.

Recent funded projects include:

  • “A comparative study of the meaning of ‘objectivity’ in science and humanities journal texts.” Lead: R. Nunn, with C. Brandt, C. Bradley, T. Deveci (in progress)
  • “Introducing student peer evaluation in undergraduate courses at ADU: A pilot study using a web-based instrument.”  Lead: C. Dixon, with Shilpa Iyanna and C. Brandt. Awarding body: Office of Research and Sponsored Programs, Abu Dhabi University, 2016 (in progress).
  • “The requirements for effective Peer Assisted Learning in the context of a university Writing Center.” Lead: C. Brandt, with co-researcher Dr. Nicholas Dimmitt (2013 – 2015)
  • “Rethinking approaches to developing communication skills in the first semester communication course: Evidence of critical thinking for reading and writing.” Lead: Robert Craig, with C. Brandt and R. Nunn (2012)
  • “Read, Research and Write: Academic Skills for ESL students in higher education.” Lead: C. Brandt (2007)

Selected publications:

Books

  1. Brandt, C. & Prescott, D. (Eds.), (2013). Agendas for 21st Century Engineers, Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
  2. Brandt, C., (2009). Read, Research and Write: Academic skills for ESL students in higher education. UK: SAGE Publications Ltd.
    Reviewed in Times Higher Educationhttp://www.timeshighereducation.co.uk/books/textbook-guides/8-november-2012/read-research-and-write-academic-skills-for-esl-students-in-higher-education/406657.article
  3. Brandt, C., (2006). Success on your Certificate Course in English Language Teaching: A guide to becoming a teacher in ELT/TESOL. UK: SAGE Publications Ltd.

Chapters

In progress; proposal accepted

  1. Nunn, R., Brandt, C., Hassan, A. & Bradley, C. ‘Reading for Science: Anatomy as a Metaphor for a Holistic College-wide Innovation’. In Innovation in Language Learning and Teaching: The case of the Middle East and North Africa. Reinders, H., Littlejohn, A., Coombe, C. & Tafazoli, D. (Eds). Palgrave Macmillan.
  2. Schmidt, L. & Brandt, C., (2013). ‘Ways of knowing: The rationale for a preliminary study of female engineering students in the UAE’. Ch. 4.2 of Brandt, C. and Prescott, D. (Eds), Agendas for 21st Century Engineers, Newcastle upon Tyne, UK: Cambridge Scholars Publishing, pp. 118-137.
  3. Brandt, C. (2013). ‘Reading: A pivotal professional practice for engineers’. Chapter 1.1 of Brandt, C. & Prescott, D. (Eds), Agendas for 21st Century Engineers, Newcastle upon Tyne, UK: Cambridge Scholars Publishing, pp. 2 – 15.
  4. Brandt, C., (2011).  ‘Master’s study: The academy, research and publishing’. Chapter 1 in D. Prescott, (Ed) (2011), Resolving Classroom Management and School Leadership Issues in ELT: Action research reports from the United Arab Emirates. Newcastle upon Tyne, UK: Cambridge Scholars Publishing, pp. 1-12.
  5. Brandt, C., (2011). ‘A cat that walked by himself.’ Chapter 6 in A. Logan (Ed) (2011) The Gattegno Effect: 100 Voices on One of History’s Greatest Educators. Toronto, Canada: The Association for the Science of Education / Educational Solutions Worldwide Inc., pp. 20 – 21.
  6. Brandt, C., (2009). ‘Thinking globally, teaching locally: Language teacher certification reappraised.’ Chapter 2 in Strong, G. & Smith, A. (2009) (Eds) Adult Language Learners: Context and Innovation, Virginia, US: TESOL International Publications (Classroom Practice Series; Eds: Sarah Rilling and Maria Dantas Whitney), pp 9-20.
  7. Brandt, C., (2009). ‘PowerPoint or posters for EAP students’ presentation skills development?’ Chapter 12 in Stewart, T. (2009) (Ed) Insights on Teaching Speaking in TESOL, Virginia, US: TESOL International Publications (Classroom Practice Series; Eds: Sarah Rilling and Maria Dantas Whitney), pp. 153 – 170.
  8. Brandt, C., (2007). ‘Giving reflection a voice: A strategy for self-evaluation and assessment in TESOL teacher preparation.’ Chapter 13 of Coombe, C., Al-Hamly, M., Davidson, P., Troudi, S. (Eds) (2007). Evaluating Teacher Effectiveness in ESL/EFL Contexts. Ann Arbor, Michigan, US: University of Michigan Press, pp. 199 – 212.

Journal articles

  1. Nunn, R., Brandt, C. & Deveci, T. (under review). ‘Transparency, Subjectivity and Objectivity in Academic Texts.’ English Scholarship Beyond Borders.
  2. Nunn, R., Brandt, C. & Deveci, T., ‘Project-based learning as a holistic learning framework: Integrating 10 Principles of Critical Reasoning and Argumentation’. Asian Journal of English for Specific Purposes, Vol. 12, No. 2, 2016, pp.9 – 53.
  3. Nunn, R. & Brandt, C., ‘A phenomenological approach to teaching reflective writing.’ English Scholarship Beyond Borders, vol. 2, no. 1, 2016, pp. 130 – 151.
  4. Brandt, C. & Dimmitt, N., ‘Transfer of learning in the development of peer tutor competence.’ Learning and Teaching in Higher Education: Gulf Perspectives, vol. 12, no. 2, 2015.
  5. Brandt, C., ‘Developing team competencies in a higher education setting: The impact of team formation processes on student engagement.’ Journal of Teaching and Education, December 2012, vol. 1, no. 6.
  6. Brandt, C., ‘The impact of team formation processes on curriculum alignment in communication courses in an international context.’
  7. Practice and Evidence of Scholarship in Teaching and Learning in Higher Education, vol. 6, no. 2, October 2011, pp. 110 – 134.
  8. Brandt, C., ‘Competition and collaboration in initial TESOL certification courses: a classic double bind.’ Asian EFL Journal Quarterly, Special Edition on Teacher Development, vol. 12, no. 3, pp. 8 – 39, September 2010.
  9. Brandt, C., ‘Reading between the lines of enquiry: Introducing first-year ESL university students to scholarship through literacy skills development,’
  10. Asian EFL Journal, vol. 44, pp 20 – 42, May 2010.
  11. Brandt, C., ‘Material matters: the case for EAP as subject matter of EAP courses.’ Learning and Teaching in Higher Education: Gulf Perspectives, vol. 5, no. 1, January 2008.
  12. Brandt, C., ‘Integrating feedback and reflection in TESOL teacher preparation.’ ELT Journal, 2008, 62 / 1: 37 – 46.
  13. Brandt, C., ‘Allowing for learning: a critical issue for TESOL certificate course tutors.’ English Language Teacher Education and Development, Volume 10, Winter 2007, pp. 1 – 9.
  14. Brandt, C., ‘Allowing for practice: a critical issue in the preparation of TESOL teachers.’ ELT Journal, 2006, 60 / 4: 355-364.

Conference Proceedings

  1. Dixon, C. & Brandt, C. ‘Developing leadership skills using peer evaluation: A study using a web-based instrument.’ Proceedings of the 13th European Conference on Management Leadership and Governance (ECMLG17), City University, London, UK, 11th-12th December 2017.
  2. Dixon, C. & Brandt, C. ‘Contrasting facilitation styles for sustainable learning.’ Proceedings of the 10th Annual International Academy of Technology, Education and Development (IATED) Conference, Valencia, Spain, 7th – 9th March, 2016. ISBN: 978-84-608-5617-7.
  3. Brandt, C. ‘How well does tutor learning experience transfer to peer tutor teaching in the context of a writing center?’ Proceedings of the 6th International Conference on Education and New Learning Technologies (EduLearn 2014), Barcelona, Spain, July 7th – 9th 2014, pp. 5660-5668. ISBN: 978-84-617-0557-3; ISSN: 2340-1117.
  4. Brandt, C., ‘Using generative networking to gather qualitative data.’ In Davidson, P., Bird, K., Al-Hamly, M., Aydelott, J., Coombe, C. & Khan,  M.A. (Eds) (2004). Selected Proceedings of the 9th International TESOL Arabia Conference: ELT in the IT Age. TESOL Publications, US.

Plus many commissioned textbooks and chapters such as:

  1. Brandt, C. English for Students of Law: an exploratory approach to developing English Language reading skills in the context of law, English Language Centre, University of Bahrain Press, 2002 (a textbook).
  2. Brandt, C., A. Davis, M. Ramsey, A. Standring & D. Turchan, Study Skills Project Handbook, English Language Centre, University of Bahrain Press, 2001 (a textbook).
  3. Brandt, C. Self-study Technical English Practice Scheme: Learning Strategies, British Council, Hong Kong, 1998 (5 textbook chapters).
  4. Brandt, C. ‘Self-study Technical English Practice Scheme: Science Module’
  5. British Council, Hong Kong, 1997 (1 textbook chapter).

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