MICHELLE: (3 minutes) Setting stage University’s interest/vision for creating these programsNotes
Nicole (2 minutes)Highlight structural & theoretical bases and goals for program completion
NICOLE (30 seconds)Outline two tracks, distinctions, goals
NICOLE (30 seconds)Outline two tracks, distinctions, goals
NICOLE (2 minutes)Collaborations with academic units, etc.Collaboration with English Language InstituteHighlight two developed courses (501/502) as an example of interdepartmental collaboration
KARYN (2 minutes)Theoretical Bases for developing language support beyond ELI and with ELI ELI at Mason = 2011 is the 30 year anniversary of the ELI (Mason’s IEP); we’re established, we have a proven track record of success; we are connected to faculty/administrators throughout the university = partnering with CISA allows both sides to capitalize on what we know works and the program that we have spent years and years refiningIntensive English language instruction = our intensive English language program has 7 levels from near-beginner to undergraduate and graduate transition (1-2 academic courses with in-class and out-of-class support) as well as a full tutoring staff for individualized instruction. While the IEP is takes an integrated skills approach, the highest levels of the program directly address academic skills/genres in preparation for full academic study. Therefore, setting up the BRIDGE program with CISA was an opportunity to take our current program to the next level, closing the gap between the IEP and academic coursework that we have known/felt for years.
KARYN (3 minutes)Rhetorical awareness – Audience, context, purpose, and agency/writer (foundational concepts for both composition and communication courses, introducing and encouraging a process for examining culture-specific norms with regard to rhetorical effectiveness/appropriateness) Written/Oral English proficiency – both writing and speaking are production skills, requiring individualized feedback and an ability to meet students at points of linguistic development while developing strategies to move them from i to i+1) (Aligns with a variety of learning theories, including ZPD, stages of development, SLA theory, comprehensible input, negotiation, etc.); syllabi are built on students’ need to produce language as much as possible while engaging in the types of production activities they will encounter throughout college and professional careers.Linguistic feedback – faculty are capable of meeting students at linguistic points of need and move them forward. (e.g. composition course acknowledges students’ differences not only in educational backgrounds but in educational delivery systems they've been part of, thus incorporating language-focused teaching of academic vocabulary, diction, syntax, and idiomatic phrasing of scholarly writing;in terms of oral communication feedback, faculty are prepared to address linguistic aspects including: intelligibility, intonation, syllable stress, vocabulary, syntax, fluency, and volume in order to move students forward linguistically)Genre-based: Both courses take a genre-based approach to writing/communication (e.g. composition – rhetorical/discourse analysis of top journal in the field or thesis/dissertation; interview report; etc.; communication – interpersonal communication; formal presentations; impromptu communication; round-table discussions; etc.)
According to Open Doors, 65% of international graduate students pay their own way through grad school in 2009-10; tough sell to take extra classes on your own dime.
CAA Global Education Conference 2011- BRIDGE-ing the gap
Center for International Student Access<br />Where Innovation is Tradition<br />BRIDGE-ing the Gap:<br />First-year foundation programs for International Graduate Students<br />CAA Global Education Conference<br />March 25, 2011<br />Michelle Marks, Associate Provost, Graduate Education<br />Nicole Sealey, Director, Center for International Student Access<br />Karyn Mallett, Assistant Director, English Language Institute<br />
Introduction<br />Institutional focus on Internationalization<br />Impact of international student increases compounded by regional immigrant growth <br />Need for flexibility in admissions/ enrollment; maintaining established standards<br />Courtesy of Open Doors<br />Courtesy of Federation for American Immigration Reform<br />
Goals & Outcomes<br />Target Population(s)<br />Programs’ Goals<br /><ul><li>Expand opportunity for students with international backgrounds to be admitted to the university;
Provide units with added flexibility in student selection; and
Provide courses that address student command of English and/or educational background “gaps” to strengthen student’s capability of success within respective graduate programs.
International students (F-1/J-1) who have not completed a degree in the US;
Newly arrived immigrants (e.g., those who have lived in the US under two years);
Full-time graduate students.</li></ul>Admitted in “Provisional Status”<br />Successful Completion:Achievement of GPA of 3.0; <br /> Passing Language Proficiency (EET only)<br />
Degree Enhancement Track<br />Target Population/Needs<br />Qualifications<br />Three-year degree holders (not equivalent to US degrees)<br />Students must meet all qualifications for admissions except for the equivalence of a 4-year US Bachelors Degree<br />Program Structure<br />Preparation for Graduate Study (4 credits)*<br />General Education electives with Advisor approval (15 credits)<br />Graduate Writing Across the Disciplines (3 credits)*<br />Graduate program required coursework (6 credits)<br />* Institutional credit<br />
English Enrichment Track<br />Target Population/Needs<br />Qualifications<br />High achieving candidates needing English support<br />Students must meet all qualifications for admissions except for the established English Proficiency scores for general admission<br />Program Structure<br />Preparation for Graduate Study (4 credits)*<br />Graduate Writing Across the Disciplines (3 credits)*<br />Interpersonal Communication (3 credits)*<br />Advanced English Strategies courses, as needed (0-4 credits)*<br />Graduate program required coursework (6-10 credits)<br />* Institutional credit<br />
Collaboration<br />Academic units actively developed course work based on empirical evidence of student skill “gaps”<br />Collaboration with English Language Institute in designing EET program track & coursework based on experience<br />
English Language Support<br />The English Language Institute at Mason<br />Established<br /> 7-level IEP<br />Integrated skills approach<br />Intensive English language instruction <br />Graduate/Undergraduate Transition<br />BRIDGE-EET<br />
Customized English for Academic Purposes (EAP)<br />Genre-based<br />Genre-based<br />
Implications for Further Study<br />Convincing students that the program will benefit them will be a challenge<br />“I actually feel sorry for my classmates [from my country] who aren’t in the BRIDGE program, because they aren’t getting all this ‘good stuff’.”—Current BRIDGE student<br />Research & assessment will be needed to compare students completing the program to students who secure direct admission<br />Collaboration and skilled faculty will be essential for success<br />Further questions: How do other issues impact the program for further duplication? How does this vary by institution?<br />
This presentation is available online at: http://cisa.gmu.edu/research-innovation/<br />Thank you!<br />