Friday, September 10, 2010

Blogs Socks With Miniskirt

Written: failure rates alarming

I am very worried.

The number of applicants rejected due to failure on the written French (basic eligibility requirement in all our communications programs) increased very significantly in recent years.

In the year 2010 (fall admission), we broke all records for refusal. For example, Applied Communication, on 27 candidates who underwent the test at one of our meetings (June 17), 14 have failed, public relations, on 13 candidates eight have failed.

The situation is so critical that the Faculty had to cancel a mandatory course in public relations this fall due to insufficient enrollment. A first since I am stationed.
Some statistics comparing 2010 and 2009

The test scores for admission to French Fall 2010 show rates failures following (new applicants only):

Communication applied (116 candidates)
54.3% chess

Advertising (133 candidates)
24.8% chess
The failure rate in advertising for the candidates with less than 40% on the test. The eligibility threshold is different than other programs, set at 50%.

Writing (35 candidates)
22.9% chess

Public Relations (75 candidates)
45.3% of chess

The test results for admission to French fall 2009 reveal failure rates following (new applicants only):

Communication Applied (99 candidates)
30.3% chess

Advertising (149 candidates)
20.1% chess
The rate of failure in advertising for the candidates with less than 40% on the test. The eligibility threshold is different than other programs, set at 50%.

Writing (37 candidates)
21.6% chess

PR (71 candidates)
33.8% chess

Short History of the eligibility requirements related to written French

should know when I became the program manager of public relations Certificate and Certificate in Applied Communication, media professionals felt that the eligibility threshold of 40% was too low ...

Why not stow this threshold to the more symbolic than 50% as do the journalism programs, Writing and translation? Can anyone seriously teach (and possibly grant a degree certificate) to people who do not speak the language well written? These people could really work with gaps in communication as pronounced?

I finally vindicated professional circles and raised the threshold to 50% from 2002-2003 (after managing to convince management of the Faculty for whom the concept of accessibility was at least almost as important as the quality ...).

Candidates who obtained a score between 50% and 64% would always do a refresher course in written French, while those who scored less than 50% were refused.

Previously, applicants who scored between 40% and 49% were admitted to two courses but had to upgrade in written French. While it delayed the graduation students, but more importantly, lecturers remarked that despite these two refresher courses, many students could not better control the writing. The "rust was too thick" in the words of Lorraine Camerlain, now director of the Center of written communication at UdeM. Increase the eligibility threshold to 50% appeared as a reasonable and fair way. Fair to the candidates and just to the professional who expect a good command of written language among our graduates.

Yes, it was losing candidates, so some courses would not be "split" as before but at least we would have stronger students in terms of the written language awareness program would increase the medium and longer term. It could still count on a critical mass of students and ensure sustainability of the program.

And yet today this critical mass of student background by eye because of too many failures in French written in recent years. What will happen when youth " Reform" arriving in 2012? Wrongly or rightly, feared the worst ...

What? Some assumptions and solutions.

Easing the test?

Our test is it too difficult? Should " lighten . It seems that this test has been validated and truly measure the knowledge and level of language proficiency of candidates written from the perspective of communication studies.

How then to explain the many failure rate of candidates who passed the test French uniform in college? In some circles, it is sometimes said that this test could apply to students on another level ...

Update: I found this article Ariane Lacoursière, released in November 2009, about the French examination of college .. .

Reduce grade?

Reduce to 40% would represent a disturbing step backwards and would send a terrible signal to the business but also to students. This track is not possible even if one realizes that the differential of 10% (compared to the threshold of 40% of the Certificate of publicity) blew the refusal applied communications and public relations.

Providing test preparation sessions?

Faculty may indeed offer (for a fee) sessions, exam preparation (with a self-test in early trading, for example), and candidates know better what to expect for the future.

Close programs?

of the most radical solution if there is one. This is not the interest is lacking because the Faculty was treated in 2010, 399 applications for admission in Applied Communication and 350 in public relations. There are certainly a lot of breakage (it withdraws because it has been accepted into another program (usually a regular day) or because they "forgot" to report for testing. The closure of programs would not serve anyone but the pace things are going, the school full time (at least four courses per quarter) would become more difficult.

In addition, the certificate of public relations receives more and more graduates (nearly 35%). These are interesting candidates to attract the attention of potential recruiters when they add the certificate to their training. But even these fail to achieve a passing grade without condition (65% and more). The average school graduates is around 58% and sometimes less ... except for bachelors in teaching French and those of literature (phew!). What would happen if we did pass our test to all college students with a good rating "R"?

As for the Certificate in Applied Communication, including the refusal rate reached alarming proportions in 2010 (54.3% ), it is often considered an excellent program university entry. Moreover, it paves the way for other more specialized certificates for those wishing to embark on a journey of undergraduate degree by accumulating certificates (especially among those in work situations). If this program is gradually emptied, the others will fill probably not so far ...

Provide for conditional ?

One of the tracks you should consider is to offer a conditional admission to the success of two refresher courses, in the first quarter and in intensive formula. For example, a student who has obtained less than 50% but more than 40% on the examination would be offered admission to the following condition (and pass) two grammar courses ( FRA1957 and FRA1958 ). These courses are offered one after another for two days per week and with one or two Saturdays.

We therefore begin by FRA1957 (September to mid-October ) then we would begin the FRA1958 (November to mid-December) for the fall semester, for example.

Students who wish to plan a full-time (four courses) would be permitted to take a course for the core ( COM1500G in Applied Communication and REP1000 PR ) and a course of blocks 70-B option (without precedent).

This conditional admission would be a contract between the student and the faculty. For example, the cancellation or abandonment of a refresher course lead to the cancellation or abandonment Automatic all others. With such a conditional offer, the faculty would probably be able to recover much of the rejected candidates, it would also probably more motivated.

Some people will perhaps look back disguised as a new formula.

Will we be better able to overcome the deficiencies of students? Are we right to cut short any hope of Communication Studies to many people because of weaknesses in writing?

What good blaming other levels (primary, secondary, college) and proclaim loudly that this is a "social problem"! Should we not rather help them and mentor them as best we can?

do we increase the critical mass of students to make sure of course loads? The going up is to ensure students the highest to continue their education through the "subsidy" of the weakest?

These are questions for a thorny problem that's awesome!

What do you think?

Thanks for reading.



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