bridge to success: the york university bridging program, one year

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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

BRIDGE TO SUCCESS: THE YORK UNIVERSITY BRIDGING PROGRAM, ONE YEAR ON

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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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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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• 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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• 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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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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• 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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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


• 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


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


Calum MacKechnie

Michael Twohey

yueli.yorku.ca

bridge to success: the york university bridging program, one year

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