College of DuPage
Transportation, Warehousing and Logistics (TWL) Grant Abstract
Contact information: Pat Coleman, Associate Dean coleman@cod.edu
Adult Education and English as a Second Language Department 630/942.3697
The purpose of the project was to develop and utilize a learning community format to help upper-level ESL
students develop skills that will help them bridge into the workplace and to broaden their knowledge of career
opportunities, especially those in Transportation, Logistics and Warehousing. To develop the learning
community, four existing courses—Business Math, Basic Computer Skills, Career Exploration and ESL—were
modified to become a linked sequence designed for a special cohort group of students. A four-hour lab was also
required. The 20-hour sequence of courses ran Monday through Friday from 9:00 a.m. to 1:00 p.m. for a period
of 12 weeks. The program was tuition free.
Potential students were recruited, interviewed and pre-tested for the program. To be accepted into the program
recruits had to achieve an intermediate-level score on the reading pre-test, commit to attending class for 20
hours per week, and to completing all four courses plus labs and field trips. Eighteen people met the
requirements and enrolled. All 18 students completed the program; all 18 passed three of four courses—Basic
Computer Skills, Career Exploration and ESL, while 14 were successful in Business Math. Immediately
following the program, one student found employment, four planned to continue in college, and the others were
seriously considering options that were not apparent to them before enrolling in this program.
The following is a list of program-goal completions.
 Modified four existing courses (Basic Computer Skills, Business Math, Career Exploration and ESL) to
form a linked Vocational ESL learning-community program
 Recruited 20 students through advertising and recruitment efforts developed by the program
 Enrolled 18 students in a four-course learning community program
 Developed and administered pre- and post tests to all students
 Friday computer lab and tutoring sessions were engaging and fully attended
 Friday computer lab and tutoring sessions were successful in supporting student learning goals
 Students gained clearer direction for career paths
 Students toured United Parcel Service (UPS) and received information on TWL career opportunities in
large companies, witnessed operations, and had question/answer time
 Students also toured Hassett Air and received information on TWL career opportunities in small
companies, witnessed operations, and had question/answer time
 Compiled student’s portfolio
 Requested and received feedback on the program from students
 Prepared and mailed “Certificate of Completion” to those students who have passed all the classes with
a “C” or better.
 The true success of the program was the enthusiasm of the students. Teachers, presenters and everyone
who worked with this group commented on their enthusiasm and hunger to learn. The group became a
true community of learners. They committed to the program, attended regularly (even though the
program demanded many hours a week), were eager to learn, worked hard, took risks, supported and
assisted one another and formed a strong network that will last many years.
Although not directly specified in the grant, our learning community students used the required Friday lab
sessions to expand the knowledge gained from the VESL classes in the following ways:
 Students utilized computers in the lab to practice computer skills
 Students developed their conversation/vocabulary skills
 Students worked with the College of DuPage Peer Tutor on Business Math
 Students toured various College departments i.e. Library, Healthcare, Career Services, etc.
 Services areas and visited off-campus TWL employers (UPS and Hassett Air)
 Students participated in advising sessions to discuss their education or career goals.
Software purchased:
Side by Side Interactive CD-ROMs: a video-based software program that combines interactive video, audio,
graphics, and text to provide students with learning tools and abundant exercises and activities for effective
language instruction.