bridge to success: the york university bridging program, one year
TRANSCRIPT
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Second level
Third level
Fourth level
Fifth level
Bridge to Success:
The York University
Bridging Program,
One Year On
Calum MacKechnie
Michael Twohey
York University English Language Institute (YUELI)
Pathways and Promises Conference
English Language Centre
University of Manitoba
June 7, 2013
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Agenda
• The Players
• The Requirements
• The Theory
• The Practice
• The Needs
• The YUBridge Launch -- Framework
• Assessment
• Year One
• Conclusion
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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
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The Requirements
• IELTS 5.0 to 6.0
• High School Diploma
• 75-85% average
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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
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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 pod-
casting, blended with face-to-face courses
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The Theory
• Support services and learning communities, tutoring and
mentorship help bridging program students succeed in
the larger university community.
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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
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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?).
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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
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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
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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 (pre-
assignment, pre-exam)
• … about self-testing strategies
• … about applying concepts
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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
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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.
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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
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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
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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
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The YUBridge Launch -- Framework
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Monday
(2 hr. ELC)
Tuesday
(4 hr. ELC)
Wednesday
(3 hr. lecture; 2
ELC)
Thursday
(2 hr. content
support class)
(1.5 hr. content
support class)
Friday
(4 hr. ELC)
9.00-11.00
Grammar Support
9.00-1.00
ELC
9.00-12.00
Linear Algebra
10.30-12.30
Language Support
1.00-3.00
ELC
12.30-3.00
ELC
1.30-3.30
Academic Language
Support
1.00.-2.30
TA
3.00-6.00
Microeconomics
lecture/ELC
1.00-5.00
ELC
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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
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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.
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Assessment
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• 4 Listening Tests = 65%
• Listening Logs = 10%
• In-class listening = 25%
• 8 in-class writing assignments (4 essays and 2 reports; 2 summaries) = 80%
• Final research paper = 20% (submitted to turnitin.com)
• In-class pair work, group work, class discussions and participation = 50%
• Formal Presentation = 50%
• 4 Reading tests = 65%
• Reading logs = 25%
• Library research assignment = 10%
Speaking
Listening
Writing
Reading
YUB Term I Students - Program Assignments
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Assessment
Grading Scheme
BRIDGE TO SUCCESS: THE YORK UNIVERSITY BRIDGING PROGRAM, ONE YEAR ON
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
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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.
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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
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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
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Year One
• 2012-13 intake: 68 students
• 2013-14 intake (forecast): 125 students
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Year One
University Coursework
• Term I
• Applied Calculus
• Microeconomics
• Term II
• Microeconomics/Macroeconomics
• Linear Algebra
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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
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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
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Thank You!
York University English Language Institute (YUELI)
yueli.yorku.ca
BRIDGE TO SUCCESS: THE YORK UNIVERSITY BRIDGING PROGRAM, ONE YEAR ON
Calum MacKechnie
Michael Twohey