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Adrian Wurr, Assistant Dean for Academic English Programs University of Tulsa TESOL 2015.

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Presentation on theme: "Adrian Wurr, Assistant Dean for Academic English Programs University of Tulsa TESOL 2015."— Presentation transcript:

1 Adrian Wurr, Assistant Dean for Academic English Programs University of Tulsa TESOL 2015

2  to investigate international students’ language needs at TU in order to better prepare and support their studies at the graduate and undergraduate level

3  The faculty survey consisted of four sections with a total of 75 questions. ◦ Part I – Informed consent & home department ◦ Part II – 33 questions that asked the relative importance for all students to be able to engage in various academic tasks; four Likert-scaled responses ranging from “not at all important” to “very important” are provided to measure response. ◦ Part III –Using the same 33 questions, faculty were asked to indicate the relative success of international students in their classes at completing various academic tasks. Four Likert-scaled responses ranging from “very successful” to “very unsuccessful” were provided to measure responses. ◦ Part IV – A list of best practices recommended in the professional literature for addressing seven common pedagogical challenges was provided. Faculty were asked to select all techniques they have tried to address each situation.  The International Student Survey omitted Part IV

4 College AffiliationN%FTE Valid CAS4644.7%22.8% BUS2322.3%32.9% ENS3332.0%44.3% NR*11.0%n/a Total103100.0% *NR = No Response FacultyInt’l Students 32%75% UG 25% Grad. Total

5 RankLSTop 10 Skills for FacultyLSTop 10 Skills for Int’l Students 1L/SUnderstand class lecturesRTake multiple choice tests 2SCThink criticallyL/SSpeak clearly 3SCSeek help from professorsWTake notes 4R Read and comprehend the textbooks SC Understand connections btw the lectures and readings 5R Read all of the assigned material L/S Answer questions about one’s presentation 6SCManage time appropriatelyL/S Give an individual presentation 7SC Understand connections btw the lectures and readings WWrite about one’s opinions 8L/SAsk questions in classL/SUnderstand class lectures 9WTake notesR Read and comprehend journal articles 10W Write short answers on exams WUse sources appropriately

6 SkillFacSspCASBUSENSp Understand class lectures18***142NS Think critically227***213NS Seek help from professors313***661NS Read and comprehend the textbooks419***725NS Read all of the assigned material511***836NS Manage time appropriately612***354NS Understand connections between the lectures and readings 74***478NS Ask questions in class825***10129NS Take notes93NS11177NS Write short answers on exams1017**9911* NS=Not Significant; *p≤.05; **p≤.01; ***p≤.001

7 Sociocultural Skills Listening/ Speaking ReadingWriting CAS1342 BUS12.5* 4 ENG1234 Av. Sociocultural Skills (mean rank = 12)  Think critically (2)  Seek help from professors (3)  Manage time appropriately (6)  Understand connections between the lectures and readings (7)  Seek help from advisors (11)  Interact with American students (16)  Interact with international students (18)  Participate in study groups (29) *2-3 tie

8  Referrals to academic support services (70%)  Offering additional office hours (58%)  Rephrasing explanations (83%)  Allowing extra wait time (78%)  Allow students to use dictionaries during tests (42%)  Allow students to revise & resubmit major assignments (35%)  Provide pre- and post-activity support via advanced release of PowerPoint slides or notes (45%)  Provide ancillary readings and notes (43%)  Help with specialized terminology (55%)  Encourage peer review & mixed ethnicity study groups (51% & 62%)

9 1. What teaching strategies have you found effective to ease the language barrier? Please select all that apply. ◦ Restate and rephrase (83%) ◦ Use visuals (e.g. pictures and written words) [72%] ◦ Help with specialized terminology (52%) ◦ Provide brief outlines or write key words (47%) ◦ Achieve clarity and simplification (41%) ◦ Gloss unfamiliar words (23%) ◦ Discuss how language will impact learning in the course (18.5%) ◦ Other

10 As Caplan (2013) noted in his faculty needs analysis report, “Many faculty are clearly struggling to integrate international students in their classes. They realize they need to change the way they teach (although some resist it), and this manifests in complaints about slowing down the ‘pace’ of the class and having double standards for grading. But there’s a lot of genuine concern and sympathy here, too” (p. 13). TU is not alone in confronting the challenges of internationalization on its campus. The results from the faculty survey indicate a fair amount of frustration, but also a lot of innovation and effort to provide an exceptional learning experience for all students. Providing further professional development opportunities for faculty to learn from their peers and other experts on campus how best to adapt lectures and facilitate intercultural communication on campus would seem appropriate. While the analysis of the international student survey is not yet complete, the visibility and frequency of faculty referrals to the Writing Center and Center for Student Academic Support, as well as to International Student Services, suggest these would be strategic areas to focus intervention and support services for students.

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