Category: University

Originally posted on November 14, 2019 @ 1:05 pm

A few weeks back, I ran across a US university admissions policy that required a TOEFL score for any international student applying to the college. This in and of itself isn’t necessarily unusual but I was surprised that this policy mentioned that only TOEFL and IELTS were acceptable as part of admissions to the campus.

When I followed up with my colleague on the other side of the desk, explaining that my students had IGCSE 1st language English and was studying English A as part of their IBDP program, I was told that they would still have to submit an IELTS or a TOEFL score.

I was really curious as to the reasoning behind this policy.

Now, I want to be clear, I get that putting together an admissions policy around language is not easy and presents a significant challenge. I also get that universities want to be fair and transparent to all of their applicants. I also understand that admissions colleagues are under pressure and accountable for the levels of English that the students have that are admitted onto their programs.

I also understand that in some cases there may be visa and immigration requirements that require an institution to make students take the IELTS or TOEFL.

But, when these factors don’t apply, it seems like madness to my mind to be asking students to undertake another test even it is one that they can “bag” easily.

Firstly it adds another (unnecessary) cost to families during a process that is already expensive. Secondly it adds another level of uncertainty and stress to students who don’t always understand the reasons for it. Often they see it as another test that they need to take multiple times to get the best possible score even though the university is only looking for a score above a certain number. Thirdly, IB students are busy! They have coursework in 6 subjects, plus their Extended Essay (4000 words) plus their CAS projects plus their TOK essay (1600 words) and presentation (10 minutes).

By asking these students to take an extra test just because that’s what your policy states and for no other reason than, this is what other institutions we compare ourselves to are doing then that shows that:

1. You don’t understand the IB Diploma Programme
2. You don’t know what students are actually studying in Group 1 subjects of the IB Diploma Programme
3. That you really don’t care.

Aside from the very good detailed subject briefs that show the sheer volume of literature group 1 subjects require students to engage with the IBO has even gone so far as to produce a signed letter by the director general explaining the equivalence of language A subjects and what these subjects actually assess.

If you are a university and requiring IBDP students who are studying English in group 1 to take an additional test for the sole reason that they reside in a country where English isn’t the national language then I will be counseling my students to not apply to you. At the very best it shows that you don’t value international students enough to actually find out what they are studying and at worst shows that you don’t really care.

What do you think? I would love to hear your thoughts…

Originally posted on April 6, 2019 @ 10:13 am

Hong Kong Polytechnic University

On the morning of Thursday 28^th March 2019, I visited the Hong Kong Polytechnic University. This university, opened on its current site in 1965 in its original carnation as the Hong Kong Technical College. It became a university in 1994 and is situated in the hustle and bustle of Hong Kong’s Kowloon district. Boasting an impressively housed Design school, as well as its own 5 star hotel, PolyU is an impressive university. Students benefit from two years guaranteed accommodation 10 minutes walk from campus. In these halls generally two or three students share one room. There is a Swimming pool and Sports Centre on site.

During my tour of the Hong Kong Universities it was the only one that organized time for me to visit three different departments in the space of the morning. Like the other universities I visited this is a campus university with students housed in halls of residence within walking distance of the main academic buildings. I was first taken to see the Department of Humanities, The Design School and The School of Hotel Management. Like other universities in Hong Kong, students apply to specific programs and admission decisions are made at the program level by professors teaching the courses that students apply to.

During my tour of the Humanities Department I was shown the work of their linguistics laboratory where research is focused on understanding the processing and development of language in the Human Brain. Personally it was really interesting to see how the study of language and biology interact and gave me some new insights to bring back to my classroom. The faculty delivering the courses in communication were keen to stress the relevance of their degrees. Many of their graduates go on to work as interpreters and communications specialists. Two thirds of court interpreters in Hong Kong, for example, graduate from their programs. Students get exposure to hands on visual and verbal translation and they aim to produce students who are trilingual in Cantonese, English and Mandarin. The Design school covers a whole suit of programs from photography and digital media, through to interior and environmental design. A tour round the school which also houses an exhibition space, give a good insight into all main areas of Design and is truly a world class facility. Finally the Hotel School is attached to Hong Kong’s 5* Hotel Icon which is owned in full by HK PolyU and offers the leading Hotel Management courses in Asia.

The Hong Kong University of Science and Technology

My final visit of the week was to HKUST. This is another campus university but unlike the others it is located in Clear Water Bay in the east of the city. It does not have an MTR line and is connected to the nearest station Hang Hau by a 10 minute taxi or bus ride. It’s lack of connectivity to the city can be definitely seen as a plus. Surrounded by beautiful green hills and with commanding views over the bay, the campus feels very much like you are out of the city. Living here students can be cloistered away in their own community but are able to dive into the city relatively easily for the day if they wish. HKUST has four schools: Science, Engineering, Business; and Social Sciences. The Interdisciplinary Programs office allows students to study courses from different schools should they wish. Once again students apply directly to programs for admission, although HKUST allows students to apply to a school if they are undecided on exactly what program they wish to take. In this way HKUST, offers a combination of specialization or flexibility of study, different routes that will appeal to different students. All students take a Common Core of 36 credits that allow them to  develop their Professional and general knowledge in other areas. HKUST also operates a undergraduate research opportunities program, UROP, which gives students access to international networking and conferences. HKUST stressed that they are results orientated in their applications and IBDP students should be looking to score 38+ points.

Originally posted on March 30, 2019 @ 8:12 am

The Chinese University of Hong Kong

On the morning of Wednesday 27th March 2019, I visited the Chinese University of Hong Kong (CUHK). With around 16000 undergraduate students and about the same post graduates, this is a large  campus university founded in 1963 and is located in the New Territories of Hong Kong. The setting is very much sub urban, and stepping off the dedicated MTR (Hong Kong’s metro) station “University” you find yourself pleasantly outside the pace bustle of the pulsing metropolis. The University is nested in a series of green hills with views of the sea.

Despite the name, the language of instruction for the majority of courses is English and degree programs last for 4 years in the main although there are some exceptions (Medicine and Education courses being two examples). Bilingualism is encouraged, and international students may be required to take courses in Mandarin or Cantonese but ability to speak either of these languages is not a requirement of entry. Instead applicants need to have a minimum of a C in GCSE English or, for IB students, be on target to score a 4 in either English A or English B. For most programs these are the minimum language requirements to be able to study here, although some programs may have slightly more rigorous requirements. As always check the program requirements. Students can select three programs on application and IB applicants will need at least 30 points and significantly more than this for some programs.

They claim that they use student performance data at the university to work out comparisons between applicants with different educational backgrounds. The university develops new programs regularly for example they have introduced AI this year. IBDP Student can get up to a year advanced standing although many opt to take less. Admission selection decisions are made by the program faculties and not centrally. CHUK runs summer programs for Yr12/Grade 11 students in their summer holidays. This is currently a 2 week residential program where students take 2 courses each with 15 hours of instructional time. Very interestingly, the university has a collegial system. The collegial system allows students from different programs to live together, and runs in similar lines to UK universities with a similar system. In these colleges students take some general education courses and have a range of social and sporting events that they can take part in from formal dining to teams sport competitions against other colleges. They can indicate preference for colleges after they have been accepted. It is the only university in Hong Kong with this structure. Non-local students are guaranteed residence for 3 out of 4 years and can apply for it in their 4th year. Housing is only 1500USD per year.

The University of Hong Kong (HKU)

In the afternoon of Wednesday 27^th March I visited the campus of the University of Hong Kong or HKU for short. HKU is a campus university located in the heart of Hong Kong Island and is the oldest of the nine universities in Hong Kong. So old in fact that it’s imaginatively named “main building” is in fact listed and persevered from being demolished to allow the construction of yet another sky scraper. HKU is a campus university, again served by its own MTR station “HKU” but it is stuck right in the cut and thrust of a thriving modern metropolis and therefore has a very different feel to either CUHK or HKUST. It is a large research-based university with academic focused undergraduate programs. The University campus is spread out East to West facing the bay. Students apply directly to the programs that are of interest to them and the offers of admission are made by the program faculty. In an unusual move for a Hong Kong university, HKU has recently published its entrance criteria for its programs although they are keen to stress that the figures represent the grades attained by the lowest performing students, as measured by examination data, admitted to their programs. Interestingly students can take degrees at HKU combined with other universities in the UK, France and the US. Students on these courses have the ability to graduate with degrees awarded from both partner institutions.

Both these universities, considered by many to be the best universities in Hong Kong, offer very different living experiences for students. Both are well connected to the city via the MTR but CHUK is greener and possesses a more open sub-urban environment, with the possibility for students to get outdoors for hikes from its doorsteps. HKU being located in the heart of the city is surrounded and hemmed in by skyscrapers giving students easy access to the heart of the city.

Originally posted on April 12, 2018 @ 9:00 am

This post continues from yesterday’s post.

Working with colleagues

For any guidance department to be successful it needs, like all good teachers and their departments, to not work in a silo.

Getting colleagues on side is hugely important. In a culturally diverse staff body, many colleagues bring very different sets of values which colour their view of guidance. It is essential that guidance counsellors work closely with teachers; by understanding the educational heritage and philosophy of colleagues we can best ensure that the team works together to support students supported by a common understanding and vision.

Specialist colleagues are involved either officially or unofficially with the administration of the guidance program and I make a point of sharing thanks for this support by highlighting the efforts of particular colleagues with the SLT.

The English teachers and teachers of other languages are well placed to offer support in writing techniques, although it is important that they understand the aim of the different types of writing that different university applications require.

Counsellors I have spoken with have sometimes said that they don’t like involving English teachers because they can give conflicting advice. I think that this is a mistake. The English teachers I know and have worked with in the past have much stronger skills than me when it comes to coaching students writing. With proper time for discussion, collaboration and planning any differences in opinion and outlook can be adjusted for and the team can work on the same page.

The development of writing skills is important but staff can be involved in helping to prep for interviews also. In actually delivering mock interviews I have relied on a variety of staff as I feel that the most beneficial effect is gained for students when they interview with someone that they don’t know. I have also used the drama teachers to coach students on body language.

The real challenge for the school here is getting these relationships formalised. This is a priority, as the teachers who give up their time to plan and deliver support to students need to recognised and compensated for this. It isn’t fair to simply expect them to take this on.

Another aspect of working with colleagues comes with getting them on-side to understand the procedures involved in making and supporting university applications.

All teachers support university applications by supplying written comments and predicted grades for the subjects they teach. The school needs a policy for making predicted grades which must be clearly articulated to and understood by teachers so that the team is predicting grades in the same way.  In the same way, teachers need to understand the timeline and process that their students are involved in. In an international school, students may be applying to many different university systems, each with their own nuances. It is helpful if teachers have some understanding of that. One of the most unhelpful things that a well-meaning teacher can do is to continually offer an extension to deadlines for students.

Teachers need to understand how their comments are used to help the counsellor construct a reference and to understand what makes these comments different to a report. Generally, they must be positive and evidence-based. It doesn’t escape my notice that teachers, often, could do with support from the English department in terms of structuring their writing (PEE/A; SEX; Claim, Warrant and Impact).

Finally, in some cases, teachers may be called upon to write full references. The processes for this and requirements for the writing need to be carefully explained and understood.

Finally working with colleagues, also includes organising the transcript production process and having some input into the production of the DP handbook and making sure that the information within it aligns with the guidance handbook.

Working with outside organisations

Ultimately the role of the guidance counsellor is about working with organisations outside of school: universities.

I once heard a Head tell a conference that that role of the guidance counsellor was 50% in school and 50% out of school.

Our work involves liaising with universities, of course, but this can take many forms.

Firstly university visits. These require planning within the school, to agree a suitable place and time that visits can be generally held. Currently, we try to avoid clashes with lessons and encourage universities to visit at lunch or after school.

If I had more time, I would love to allow these visits to include a tour, perhaps the observation of some teaching (this has gone down well in the past) as well as the delivery of the universities presentations. I feel that this goes a long way in building a relationship with that institution, and allows them to better understand our particular context.

I also make a point of reaching out to universities after I have met them at conferences after our students have applied to them, and after students receive an offer (or not). Again, this keeps the lines of communication open and helps to build more of a relationship with your partner on the other side of the desk at that institution.

In terms of non-university institutions, we are currently using BridgeU and UniFrog as platforms to help students do their research and plan their applications. I have been planning to write a comparison of the two all year, and I hope to get this published soon. It has been useful to get feedback from students regarding the two programs.

We also work with Inspiring Futures and use their Futurewise and Career Investigator programs to support our career guidance programs in grade 9 and 10.

To improve

What would improve this guidance program and help it meet the aims of formatively developing our students?

Well, a couple of things.

I think to start some of the skills, like CV writing, earlier, in grade 8 for example, would help students begin to think about what how they can maximise their final four years in school to really develop themselves. Once students are introduced to the concept of a CV and, perhaps, realise that they haven’t got that much on there, yet, they can start thinking about what they can do to get stuff on there. The caveat here is that is isn’t about getting stuff on the CV its training kids to think about what they learn, about themselves and the world, from the activities they do do.

I think also that relationship with colleagues who support the department; teachers who help with writing, for example, need to be formalised, recognised and given the space to commit their working time to this, otherwise, apart from the risk of overburdening already busy teachers, you are effectively running a program on good-will and favours which can’t last forever.