Bridge to Success: The York University Bridging Program, One Year On Click to edit Master text styles Second level Third level Fourth level Fifth level York University English Language Institute (YUELI) Calum MacKechnie Michael Twohey Pathways and Promises Conference English Language Centre University of Manitoba June 7, 2013 1
Agenda The Players The Requirements The Theory The Practice The Needs The YUBridge Launch -- Framework Assessment Year One Conclusion 2
The Players University of Toronto International Foundation Program University of Victoria Pathway Program for International Students University of Alberta Bridging Program Trent University English for University Program ALCC (Apex Language and Career College) University Bridging Program Acadia University Bridging Program 3
IELTS 5.0 to 6.0 High School Diploma 75-85% average The Requirements 4
The Theory Low student to instructor ratio 1:10-15 For every lecture hour, students should receive 1.5 to 2 hours of language/content support Bridging program students should be allocated more time to complete tasks Content based instruction 5
The Theory Clear coordination of instruction, activities and assignments between language and content instructors Content specific material (textbook, lectures, assignments) results in superior student performance An e-course component, including web-casting and podcasting, blended with face-to-face courses 6
The Theory Support services and learning communities, tutoring and mentorship help bridging program students succeed in the larger university community. 7
The Practice Research the current language requirements of first-year York undergraduate courses most frequently pursued by YUELI graduates Review York course websites, course outlines, reading lists, posted assignments, required textbooks Attend York lectures, read and analyze course kits and textbooks; obtain assignment exemplars Interview York professors Analyze York courses reading, writing, listening and speaking demands in relation to YUELI s upper level curriculum outcomes Examine York Registrar s reports sent to YUELI which indicate the courses chosen by our students From this data, decide on the YUBridge course offerings 8
The Needs (Interviews with York Professors) What skills do you think students need in order to be successful in your course? Listening: do you use PowerPoint slides in lectures or other written materials? Writing: how important is grammar accuracy? Speaking: how much opportunity do students have in labs? Lectures? How important is it to you that they are fluent and participate? Reading: how important is independent reading? In your experience, what are the challenges that ESL students have in your course? Have you noticed differences, aside from language proficiency, between native and non-native speakers in your classes? (E.g. attitudes, interaction, study habits, time management, etiquette?). 9
The Needs (Interviews with York Professors) Profile of Successful York 1st year undergraduate Able to handle 5, 10, 15 page writing assignments Able to comprehend content specific vocabulary demands Able to use content specific vocabulary accurately 10
The Needs (Interviews with York Professors) Profile of Successful York 1st year undergraduate Able to implement university level reading strategies Able to adequately survey, question, read, recite and review (SQ3R) Able to select main ideas Able to predict 11
The Needs (Interviews with York Professors) Profile of Successful York 1st year undergraduate Clear about course requirements and organizational structure about course outlines and outcomes about questions that are likely to be asked (preassignment, pre-exam) about self-testing strategies about applying concepts 12
The Needs Our take on the York lectures observed PowerPoint used a lot Professors deliver lectures relatively clearly Students do not take copious notes when PP presentations are posted prior to lectures When PP is not posted until after the lecture or just prior to tests or exams, students take lots of notes 13
The Needs Results of Interviews with Professors ESL students do not always stand out from the general student population in either class, tutorial or assignments/exams. Professors put more emphasis on students abilities to express and organize their ideas than on grammar accuracy. 14
The Needs Results of Interviews with Professors Differences noted with ESL students relate to lack of confidence weak critical thinking skills ability to apply major concepts accurately 15
The Needs Conclusions from our Background Research YUBridge Needs More theme-based teaching More exposure to university textbooks More library research assignments More work on discipline specific terms More emphasis on report writing More emphasis on writing problem/solution essays More exposure to exemplars and guidelines on how to complete assignments More exposure to lectures that use PowerPoint support More exposure to a variety of tests, including multiple choice and short answer tests More seminars that are discipline specific 16
The YUBridge Launch -- Framework Two streams: Liberal Arts and Professional Studies and Science and Engineering 8 months; 2 semesters 3 intakes: January, May, September IELTS 5.0 overall TOEFL ibt 64 with a minimum of 16 in writing TOEFL CBT 180 YUELI internal test 60% overall 17
The YUBridge Launch -- Framework Monday (2 hr. ELC) Tuesday (4 hr. ELC) Wednesday (3 hr. lecture; 2 ELC) Thursday (2 hr. content support class) Friday (4 hr. ELC) (1.5 hr. content support class) 9.00-11.00 9.00-1.00 9.00-12.00 10.30-12.30 Grammar Support ELC Linear Algebra Language Support 1.00-3.00 1.30-3.30 12.30-3.00 1.00.-2.30 ELC Academic Language Support ELC TA 3.00-6.00 1.00-5.00 Microeconomics lecture/elc ELC 18
The YUBridge Launch -- Framework Total classroom/lecture time per week 21 hours 16 ELC hours (1.5 hrs. of which = T.A.-run content support) 3 lecture hours 2 office hours 19
The YUBridge Launch -- Framework Textbooks Term I: Q Skills for Success 4 (Reading and Writing; Listening and Speaking), OUP. Term II: Q Skills for Success 5 (Reading and Writing; Listening and Speaking), OUP. 20
Assessment 4 Reading tests = 65% Reading logs = 25% Library research assignment = 10% YUB Term I Students - Program Assignments Reading Writing 8 in-class writing assignments (4 essays and 2 reports; 2 summaries) = 80% Final research paper = 20% (submitted to turnitin.com) 4 Listening Tests = 65% Listening Logs = 10% In-class listening = 25% Listening Speaking In-class pair work, group work, class discussions and participation = 50% Formal Presentation = 50% 21
Grading Scheme Assessment A+ 85-100% A 80-84% B- B+ 70-79% C C+ 65-69% D C- 55-64% E 50-54% F 0-49% U/E Unable to evaluate 22
Assessment Grading Scheme (Final Assessment) A student must receive a pass in all skill areas with at least a 65% in writing, reading and listening. Any combination of grades below 65% might mean a student is asked to shift to the YUELI Academic Program. 23
Assessment Points are deducted for late assignments No assignment is accepted if it is more than 3 days late 10% deducted daily on late assignments 24
Assessment (Attendance) Students will not receive an evaluation or a certificate if they are absent for more than 32 hours of core classes over 8 months 8 hours of Academic Language Support classes over 8 months 25
Year One 2012-13 intake: 68 students 2013-14 intake (forecast): 125 students 26
University Coursework Term I Applied Calculus Microeconomics Term II Year One Microeconomics/Macroeconomics Linear Algebra 27
Year One Range in degree course grades from 40% to 90% Microeconomics top grades 2 YUBridge students received the top grades out of 170 students Applied Calculus some students in the 70-80% range 28
Conclusion Further development and integration of content based materials Additional training for York Faculty and T.A.s Greater range of York courses (e.g. Finance, Accounting) More comprehensive mentoring/buddy system Enhanced pre-program orientation More diverse range of students 29
Thank You! York University English Language Institute (YUELI) yueli.yorku.ca Calum MacKechnie Michael Twohey 30