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Summary of 2015-16 Program Review for English as a Second Language, Year 3
By Marcia Corcoran, Dean
Curriculum: Created ESL Writing Workshop based on Laney/Berkeley City College models.
Developed guided ESL Skills Lab (149P) and Advanced Editing Workshop (ESL 114). Developed
smaller-unit courses for Early Childhood Development (ECD) students (ESL 116A/B and 117A/B).
Plan to expand ESL program to offer breadth and depth of other ESL Programs while maintaining
accelerated program. Rethink ESL 128, Faculty/Student Tutorial.Revisit speaking and listening
courses. Request Equity Funds to pilot two top levels of curriculum similar to Las Positas College
conjoined with English 102 to better prepare students for success in English 1A.
Instruction: Continue to offer level meetings for core classes to ensure consistency of instruction.
Shareinstructional resources and materials online using Blackboard.
Student Success: Prepare students not only for Academic Success and transfer but also success in
jobs and in becoming contributing members to our democracy. Made film of students to learn more
about their needs and make more visible to rest of college. Use Professional Experts and tutors to
provide additional support for our students in the Writing Workshop, Pronunciation Lab, and the
Faculty-Student Tutorial, as well as for drop-in tutoring in the Learning Connection.
Initiatives: Collaborate with English on assessment/placement preparation, shared start page,
online instrument, appropriate cut-off scores, and use of multiple measures.Develop and adopt new
core curriculum (request further collaboration with English and todevelop and pilot a pre-English
1A ESL/ENGL 102 course with equity funds) and work with Institutional Research to collect and
analyze success and persistence data. Offer and revise ESL 149P, guided ESL Skills Lab to
integrate computer literacy and oral presentations into ESL program. Explore space options and
develop a 50-computer Language Lab for ESL students.
Human Resources: With an unfilled retirement, .50 reassignment to TRIO Excel grant, and
additional demands for ESL support across disciplines, request for 2 more full-time faculty.
Request Instructional Assistant in lab in Learning Connection. Request ESL Coordinator reassigned
time (.267 FTEF). Request 2 Professional Experts and6 Writing Coaches (Learning Assistants).
Maintain level of ESL Tutors and offer open hours in Learning Connection in evenings, on Friday
afternoons, and on Saturdays.
Fiscal Resources: Request FTEF for more classes to serve more students (for 15-16 1.21 FTEF and
for 16-17 and beyond more for adoption of new curricula). 2-semester pilot to cost $85,492; 3semester pilot to cost $156,000. Program currently serves 500 students but 20% of college FTES
(2000 students) are ESL.
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Physical Resources: New ESL lab and tutorials in building 100 starting Summer 2015;may need
increased dedicated space in the future. Request for a designated 50-computer ESL Language Lab.
Technical Resources: Use Blackboard sites for online resources for students. Use Survey Monkey
to collect information about students. Request use of computer classroom in building 100 (can be
signed up for as needed). Request software totaling $49,000 for Access to Pearson English
Interactive (web-based) for 500 students over 5 years. Request 5 IPads for Language Center ($1945)
and 5 wireless keyboards for IPads ($113.50).
Outreach & Articulation: Contextualized ESL curriculum for Early Childhood Development
program. Regional planning through AB86 streamlining transition from high schools and Adult
Schools through Community Colleges into local workforce needs. Want seamless transitions.
Student Learning Outcomes:
~CLO: ESL 110A and 110B assessed in Spring 2013 and discussed in Fall 2014; all other courses
in 2014-15.
~PLO:2 PLOS written and assessed in 13-14.
~Number of courses w/ outcomes:14
~Number of courses with assessments:14
PROGRAM OUTCOMES yes XX
no
RECOMMENDATIONS: Are recommendations connected to assessment outcomes?
Yes, due to discussions of students’ reading strategies, instructors are using more non-fiction
texts and giving input as to appropriate text selection and materials at each level.
Instructors continue to discuss curricula with English colleagues to better prepare students for
developmental and transfer curricula.
Seeing need for more student support, instructors will promote the new Writing Workshop,
tutoring and other campus resources.
Date: 11-10-2014
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