Comprehensive Program Review 2008
Los Angeles City College
Comprehensive Program Review 2008
English/ESL Department
I. Department Mission
Describe the mission of the Department
The English/ESL Department is committed to educating our diverse student population and preparing them for the
multifaceted challenges of today's world. We foster learning and provide programs that are not only
comprehensive, but that also promote a lifelong pursuit of knowledge. We pride ourselves in supporting students'
mastery of basic skills so that they achieve their occupational goals and that they are ready to face increasingly
competitive demands of business and industry. We help our students to achieve transfer so that they can
successfully pursue their goals of higher education.
II. Department Overview
a. Response To Demand
Describe the trends in Enrollment, FTES, and Average Class Size.
Given the data, what are the implications for your department? If relevant, discuss each discipline separately
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In the past six years, the ENG/ESL Dept. dealt with the openings and closures of two Wilshire Centers and drastic
cuts to the English program in '03. It developed innovative online teaching and scheduling, opened an electronic
classroom in '01 to expand writing center offerings, expanded its literature program, and made curricular changes in
basic skills instruction.
These innovations were done to meet changing student needs, to increase enrollment, and to enhance program
relevancy.
The most recent curricular changes are described in the Curriculum section, to be introduced in Fall '08.
ENROLLMENT ANALYSIS
Overall, Fall/Spring enrollment has remained steady in the last six years. Class cancellations due to budget cuts
caused a downward swing in 2003 (-9%). By committing our resources into recovering our numbers, we increased
enrollment by 8% in05/06, but ended with a slight decline in 06/07, putting us slightly below our enrollment in 01/02
(-2%).
These trends are consistent with campus enrollment trends, which fluctuated but ended down slightly. The decline in
the English/ESL 06/07 enrollment was caused in part by the closure of the first Wilshire Center. ESL students did
not return to the second Wilshire Center, where section counts dropped dramatically.
Growth in Summer/Winter sessions is sustained, nearly doubling in the last six years, contrasting dramatically with
campus trends. Over the past six years, summer enrollments increased 42% vs. a campus drop of 32%. Winter
enrollments increased 34% vs. a campus drop of 13%.
FTES ANALYSIS
Fall/Spring:
Both ENG/ESL and campus wide FTES declined in the last six years. ENG/ESL bucked the trend in 05/06 when
FTES actually surpassed any preceding year, whereas campus-wide FTES gradually fell. This gain disappeared in
06/07. The drop began with the calamitous cancellations of 03/04, which probably caused the 15% decline in Fall
and 14% decline in Spring of 03/04 ENG/ESL FTES. The Dept. ended below 01/02 levels, down 12% in Fall and
14% in Spring, 06/07.
Winter/Summer:
There are interesting disparities between department and campus trends. In the summer, FTES gains in ENG/ESL
contrast with a campus decline over the last six years (up 29% vs. down 8% campus-wide). Winter shows no
change in ENG/ESL, but campus-wide Winter FTES increases 24%.
b. Student Achievements
Given the data, describe the trends in Success Rates, Retention Rates, and Degrees and Certificates awarded.
What are the implications for your program(s)?
c. FTEF
Discuss how the FTEF trends will impact your program. Include any need for increasing or reducing your program
faculty. (Develop Resource if necessary.) Given the data, describe the trend in FTEF/FTES ratio .
What are the implications for your program(s)?
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III. Vocational Programs
a. Labor Market Demand
1. How does your program meet labor market demand? Cite specific examples and sources.
b. Advisory Board
Advisory Board Member Name Company / Affiliation
Title
Voc. Program
Advisory Committee Meetings
Dates
No. of members
attending
Voc. Program
What have been the major outcomes of your advisory board meetings? Of those outcomes, which have been
acted upon, and what is your plan of action with regard to other outcomes discussed?
c. Comparable Programs
Outline your plans to investigate other programs that offer comparable training. If known, compare and contrast
your program to these other programs in your service area.
d. Program Accreditation
Is this program subject to approval/accreditation by specialized state, regional, or national accrediting agencies?
No
i. Accreditation Status and Recommendations
What is the program's accreditation status?
N/A
Indicate recommendation of the most recent accreditation evaluation of the program and corrective actions taken
or planned. Most recent accreditation report and all additional pertinent documentation and explanations should
be available on site for consultant review.
N/A
ii. Student performance on licensure or board exams on first attempt.
Provide a brief analysis of student performance on licensure or board exams on first attempt.
iii. Employer Satisfaction Survey attempt.
Provide brief analysis of employer satisfaction with regard to completed survey results.
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IV. Curriculum
a. Program Delivery and Effectiveness: Current Courses
Analysis of over-all course offerings and effectiveness
Overall, the average success rate in ENG classes for the last six years has been 62%; in ESL, 68%
Interestingly, success rates in summer and winter intersessions go up,with success rates in winter higher than in
summer, and winter ESL success rates the highest of all!
The higher a student places into the program, the higher his/her probability of success. The lower a student
places, the greater his/her chance of dropping and/or failing. These conclusions also appear in last biennial and
program reviews.
Regular Session Success Rates
FA ENG AVG SUCCESS RATE: 62%
SP ENG AVG SUCCESS RATE: 61%
FA ESL AVG SUCCESS RATE: 68%
SP ESL AVG SUCCESS RATE: 67%
Intersession Success Rates
SU ENG AVG SUCCESS RATE: 76%
WI ENG AVG SUCCESS RATE: 81%
SU ESL AVG SUCCESS RATE: 75%
WI ESL AVG SUCCESS RATE: 88%
BASIC SKILLS Delivery and Effectiveness
Fall/Spring
Eng 20, our lowest level English class, is a reading-based course. In Fall '05, placement scores were slightly
altered to place students testing into the lower third of the cut scores into Learning Skills instead of English 20.
Enrollment in 20 has decreased, success rates dropped to 57% in Sp '07, while section count decreased by only
one.
Eng 21, our lowest level English composition class, was revised to have a co-requisite half-unit course that
required students to spend a minimum additional 1.5 hrs/week in the writing center. Overall, enrollment at this
level declined 9%, possibly due to classes lost when first Wilshire Center closed. Success rates did not
increase, and showed their lowest level in Sp '07 at 49%. It is possible that the decrease in regular sessions'
enrollments is due to the increase in intersessions (SU - up 35%, WI up 66%)..
Further analysis is needed to research causes and solutions to overall lack of retention and success at this level.
Eng 28, the course required for an AA, declined a little in both sections (10%) and enrollment(8%). The increase
in intersession enrollments (55%+ in SU, 67%+ in WI) may cause these decreases in the regular semesters.
Success rates (unlike 21) have increased in the past six years, from 58 to 62%.
Eng 101, the transfer course, grew in numbers; student success basically unchanged (Fa '06 at 60%, Sp'07 at
53%). Success rates dropped in 102 and 103. Fewer students take upper level literature classes, but more pass
(up to 81% in 205 in Sp '07).
Course-by-course analysis of offerings and effectiveness (optional)
BASIC SKILLS
20: After severe 62% cut in 03, section count reduced by only one section. Enrollment, however, declined 51%,
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thereby increasing inefficiency. This should be looked at as campus re-examines basic skills instruction.
Eng. 20 Entry standards were revised in '05 to be slightly more stringent so that the truly unprepared would be
directed to Learning Skills. This remained a recommendation rather than a placement.
21: In Fall '03, 360% increase in 21 sections to compensate for cancellations of Eng 73 (same level/same unit
but 5-hrs) due to budget cuts. Enrollment increased 332% by Fa '05, but dropped back to a 240% increase by Sp
'07.
In Fall '04, English 21, the lowest level writing course, and English 67, the 1/2 Reading Lab, were made corequisite courses to give 21 students an additional 1.5 hour per week with individual tutoring in the Writing
Center. Success rates increased in the first three semesters, then seemed to level off. This needs further data
to assess whether the co-requisite has increased student success.
Eng 73: dropped, from 12 to 0 sections by Sp'03.
TRANSFER COURSES: FALL/SPRING
Significant increase in 101, slight increases in 102 and 103, but surprising drop in 28.
28: Except for severe 33% cut in 03, slight decline (1 section)perhaps dues to Wilshire closure.
31: (equiv. to 28 but 5 units): low enrollment led to 50$ decrease (2 to 1 section)
101: Except for severe 29% cut in 03, overall increase of 21%.Steady growth.
102: Except for severe 63% cut in 03, 38% increase(that’s only 3 sections)
103: dramatic 70% increase (7 sections)
203: no change – one section every spring
204: no change – one section every fall
205: added online section - popular - always makes
206: added online section - popular - always makes
Ling 1: popular course that always makes - offered alternate semesters
Ling 2: last offered in '03. Low enrollment
ESL – note: There is no breakdown between composition/reading/listening-speaking courses
No major changes: slight increases in 1, 2, and 5 levels. Slight decreases in 3 and 6. No change in 4.
ESL 6 – up one section (8 to 9)
ESL 5 – up one section (11 to 12)
ESL 4 – interesting fluctuations, but ultimately, no change (14-14)
ESL 3 – down one section (21-20)
ESL 2 – up three sections 12-15(only lower levels made in the off-campus sites?)
ESL 1 – up one section (10-11)
LITERATURE AND CREATIVE WRITING: There is a potential demand in the service area, but dept/college are
not successfully promoting and attracting students, as resources have shifted to recruiting basic skills/non-credit
students.
124 (short story) – offered once (first time)- popular, but cannibalized students from 127
127 (creative writing)- growth (3 sections) followed by recent declines
211 (short story) – no longer offered - low enrollments
211: Poetry – offered once; low enrollment
214: Contemporary Literature -last offered '05 - low enrollment.
215 & 216: Shakespeare -offered alternate semesters. Working with theater dept., sufficient enrollment.
218: Children's Literature - offered alternate semesters, with some decline in enrollment
239: new course, Women in Literature (offered online) popular, always makes.
240: Film and Literature - last offered '06 - alternates with other literature classes
252: new course, English Bible as Literature (offered online) only made once.
253: new course,Opera as Literature - offered twice, and co-taught by Music and English faculty, course included
guest artists - poet, editor and librettist for world premiere of LA Opera's Grendel, JP McClatchy, and frequent
trips to city operatic events at various venues - but, low enrollments
255: new course, Latin American Literature - offered once, but did not make
270: new course, Science Fiction (offered online);popular -never cancels.
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78: Writing Memoir: Funded by a grant from the California Council of the Humanities, Prof. Ryan designed and
taught a course new to the District, Writing Memoir, which led to two readings by published authors (one a
current student, the other a guest artist). The Korean community was involved in the student reading, as her
story became widely known to an audience through publicity and connections with Korean TV.
ONLINE COURSES: Slow but distinct increase in sections and success rates. Lower level English classes were
attempted in SP 03 but discontinued as faculty found lack of academic preparation made online teaching more
difficult. Perhaps this will be revisited.
Online Courses
Hourssections
SU 0662
SP 06189
FA 05189
SU 05153
SP 05153
FA 0462
FA 0331
SP 0331
Level % completed % successful
SP 03 946666
FA 03 1016767
SP 04 1014433
FA 04 1018229
1026560
SP 05 1015848
1025839
1033917
2398474
2527239
SU 05 101NaNa
102NaNa
103NANA
FA 05 101 (2)7151
102 (2)4629
103 (3)3833
2153113
1277958
SP 06
102 (2)NaNa
101 (3)
270NaNa
124
Su 06 101NaNa
102
GRAMMAR and Vocabulary
94: Grammar: down one section
33: Vocabulary: dropped in '02, added in 06, to help basic skills students. unimpressive enrollments (16-19)
46: Reading: dropped in 02 due to low enrollment.
67: Writing Lab (1/2 unit): 160% increase in enrollment due to enforcement of co:requisite in Sp '04. (21 students
must co-enroll in individualized tutoring section)
68: Reading Lab (1/2 unit): a tremendous spike three years ago (?) followed by a decline - resulting in one
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section decline.
69: Writing and Revising on the Computer (1 unit): no change
b. Title 5 Updates and Student Learning Outcome Assessment
Analysis of Title 5 Update Status
The English/ ESL Department is in the process of updating all of its course outlines to include the Student
Learning Outcomes for every course due for Updates. As of May 2008 it has completed the SLOs for English
20, 21, 28, 33, 47, 67, 69, 78, 94, 101, 137, 203, 204, 212, 214, 215, 219, 224, 250, 253, and 255. It has also
updated the course outlines of Linguistic 1 and Linguistics 2 to include the Student Learning Outcomes. The
Distance Learning Course Outlines are also being completed for English 28, 67, 101, 103, and 252. By Summer
2008 it will complete the Course Outline Updates for English as a Second Language 1, 2, 3, 4, 5, and 6. By Fall
2008 a revised version of the Department Final Exam will be in place, with analytical rubrics, to begin
assessment of the Student Learning Outcomes for each courses due for updates.
Please update requested information below:
Note: Course list includes all courses ever approved for the department,including archived courses. Courses
must be updated through the Curriculum Committee every 6 years. Courses that are out of compliance with this
requirement are highlighted. Please update and save information on all pages.
If the Title 5 Update Date seems to be incorrect, contact the Chair of the Curriculum Committee.
Courses Last Updated Before 2002
Course
Title
ENGLISH
167
Composition Theory for Writing
Tutors
LING
3
Introduction to Psycholinguistics
ESL
3B
"College Englsh as a Second
Language III:
Title 5
Update
Date
SLO
Change(s)
Assess.
made
Complete
No
No
2/1/2000
No
No
5/1/2000
No
No
Comments
Courses Last Updated After 2002
Course
Title
Title 5
Update
Date
SLO
Change(s)
Assess.
made
Complete
College Reading & Composition I
4/1/2006
No
No
ENGLISH
101
ENGLISH
101H College Reading & Composition
12/2/2002
No
No
ENGLISH
102
College Reading Composition II
3/2/2006
No
No
ENGLISH
102H College Reading Composition II
3/3/2003
No
No
ENGLISH
103
Composition & Critical Thinking
3/3/2003
No
No
ENGLISH
124
Short Story Writing I
11/3/2005
No
No
ENGLISH
127
Creative Writing
3/3/2003
No
No
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Courses Last Updated After 2002
Course
Title
Title 5
Update
Date
SLO
Change(s)
Assess.
made
Complete
ENGLISH
137
Library Research & Bibliography
5/8/2008
No
No
ENGLISH
185
Direct Study-ENG
11/1/2007
No
No
ENGLISH
20
College Reading Skills
11/1/2005
No
No
ENGLISH
203
World Literature I (Beginning1600)
9/7/2007
No
No
ENGLISH
204
World Literature II
9/7/2007
No
No
ENGLISH
205
ENG Literature I
5/3/2003
No
No
ENGLISH
206
ENG Literature II
3/3/2003
No
No
ENGLISH
208
American Literature II
5/3/2003
No
No
ENGLISH
21
English Fundamentals
11/2/2005
No
No
ENGLISH
211
Fiction
5/3/2003
No
No
ENGLISH
212
Poetry
9/6/2006
No
No
ENGLISH
214
Contemporary Literature
5/3/2003
No
No
ENGLISH
215
Shakespeare I
2/8/2008
No
No
ENGLISH
216
Shakespeare II
3/3/2003
No
No
ENGLISH
218
Children Literature
11/1/2007
No
No
ENGLISH
219
The Literature of American Ethnic
Groups
11/3/2005
No
No
ENGLISH
239
Women in Literature
10/8/2004
No
No
ENGLISH
240
Literature & the Motion Pic. I
10/9/2004
No
No
ENGLISH
252
The English Bible as Literature
10/10/2004
No
No
ENGLISH
253
Opera As Literature
11/4/2005
No
No
ENGLISH
255
Latin American Literature
11/5/2005
No
No
ENGLISH
270
Science Fiction-Fantasy
10/11/2004
No
No
ENGLISH
28
Intermediate Reading &
Composition
8/8/2008
No
No
ENGLISH
285
Dir. Study ENG
11/1/2007
No
No
ENGLISH
31
Composition and Critical Reading
2/3/2003
No
No
ENGLISH
33
Basic Vocabulary
9/6/2006
No
No
ENGLISH
385
Dir. Study ENG
11/1/2007
No
No
ENGLISH
46
Reading & Study Improvement
5/3/2003
No
No
ENGLISH
47
Reading Clinic
5/8/2008
No
No
ENGLISH
67
Writing Laboratory
8/1/2008
No
No
ENGLISH
68
Writing Laboratory
5/3/2003
No
No
ENGLISH
69
Writing & Revising on the
Computer
12/1/2007
No
No
ENGLISH
73
Beginning College Reading &
writing
5/3/2003
No
No
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Courses Last Updated After 2002
Course
Title
Title 5
Update
Date
SLO
Change(s)
Assess.
made
Complete
ENGLISH
78/99 Writing Memoir
U
11/2/2005
No
No
ENGLISH
94
12/1/2007
No
No
ENGLISH
99T/7 Intermediate Writing Workshop
8
10/7/2004
No
No
ESL
12
Writing and Revising on the
Computer for ESL Students
2/1/2003
No
No
ESL
1A
"College English as a Second
Language I:
5/3/2003
No
No
ESL
1B
"College English as a Second
Language II:
5/3/2003
No
No
ESL
2A
"College English as a Second
Language II:
5/3/2003
No
No
ESL
2B
"College English as a Second
Language II:
5/3/2003
No
No
ESL
3A
"College English as a Second
Language III:
5/3/2003
No
No
ESL
3C
"College English as a Second
Language III:
5/3/2003
No
No
E.S.L.
4A
"College English as a Second
Language IV:
5/3/2003
No
No
E.S.L.
4B
"College English as a Second
Language IV:
5/3/2003
No
No
E.S.L.
5A
"College English as a Second
Language V:
5/3/2003
No
No
E.S.L.
5B
"College English as a Second
Language V:
5/3/2003
No
No
E.S.L.
6A
"College English as a Second
Language VI:
5/3/2003
No
No
E.S.L.
6B
"College English as a Second
Language VI:
5/3/2003
No
No
LING
1
Introduction to Language
Linguistics
12/1/2007
No
No
LING
2
Introduction to Sociolinguistics
12/1/2007
No
No
Intensive Grammar Review
Comments
Archived & Deleted Courses
Course
Title
Archive /
Delete
E.S.L.
4C
Listening & Speaking
Archive
E.S.L.
5C
Listening & Speaking
Archive
E.S.L.
6C
College ESL VI: Writing/Grammar: Reading /VOC:
List/Speak
Archive
ENGLISH 103H Critical Thinking Reading & Writing
Archive
ENGLISH 171
Nonlinear Composition
Archive
ENGLISH 21A
English Fundamentals
Archive
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Comprehensive Program Review 2008
Archived & Deleted Courses
Course
Title
Archive /
Delete
ENGLISH 21B
English Fundamentals
Archive
ENGLISH 21C
English Fundamentals
Archive
ENGLISH 221
A. Literature: Major Writers
Archive
ENGLISH 23
Vocabulary Building
Archive
ENGLISH 64
Inter. Reading & Comp.: Basic Skills
Archive
ENGLISH 65
Inter. Reading & Writing: Fiction
Archive
ENGLISH 71
Writing & Research for the Internet
Archive
ENGLISH 80
Intro. To College Skills reading
Archive
ENGLISH 81
Inter. College Reading Skills
Archive
ENGLISH 83
CollegeConversational ENG As ESL
Archive
ENGLISH 84
College ENG As ESL I
Archive
ENGLISH 85
College ENG As ESL II
Archive
ENGLISH 86
College ENG As ESL III
Archive
ENGLISH 87
Adv. ESL Reading & Vocabulary
Archive
ENGLISH 911
Cooperative Education-English
Delete
ENGLISH 921
Cooperative Education-English
Delete
ENGLISH 931
Cooperative Education-English
Delete
ENGLISH 941
Cooperative Education-English
Delete
ENGLISH 99E
Beginning College Reading & writing
Delete
ESL
6
Survival & Pre-Academic
Archive
ESL
7
Survival & Pre-Academic ESL 1 (NC)
Archive
ESL
8
Survival & Pre-Academic ESL 2 (NC)
Archive
ESL
9
Survival & Pre-Academic ESL 3 (NC)
Archive
Comments
c. Student Learning Outcomes and Assessment
1.a Course-level SLOs - Describe what the faculty in the department have done in developing and conducting
assessment of course-level student learning outcomes. Include description/discussion of trainings and
workshops attended and department meetings.
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Our department has been developing its current Department Final Exam to correspond with assessment. The
Department Final Exam is a standardized test in which the student responds to a question based on a reading in
written form. The reading and questions varies in levels of difficulty, based on the Course Outcomes of each
class level. The writing sample is graded by a group of faculty members from the department using a rubric in
correspondence with the Student Learning Outcomes of each level to determine the writing sample as
exemplary, acceptable or unacceptable. Each semester a group of faculty members develop the readings and
questions of the Department Final Exam, and participating faculty are “normed” in grading the exam by the rubric
through a holistic grading session. Participating members are selected randomly in each section and the exam
is graded by several faculty instructors to determine the “normed” score. Each score is then recorded.
While the rubric has always been in correspondence with the Student Learning Outcomes, it is being reformatted
for Fall 2008 to a new rubric which will show a clearer assessment of the Student Learning Outcomes, sorting
each score in categories of content, organization, diction, grammar, and mechanics. This change will show data
of the strengths and weaknesses of the student’s writing.
1.b Course-level SLOs – Describe any changes implemented as a result of the findings from the assessment of
course-level student learning outcomes.
Past data of the Department Final Exam has been collected to determine the advancement and preparation of
students at each level to ensure that the student is able to perform at the next level, according to the Exit and
Entry skills. [Data shows…]
Because of the large number of classes in each level, the Department Final Exam was limited to accommodate
all levels. Now the Department Final Exam is being adjusted to include all sections from each level being
assessed that semester so that a random sample can be selected at that level and evaluated in categories of
organization, content, diction, grammar and mechanics. The rubric has recently been reformatted to correspond
with the accepted student learning outcomes and be recorded in Fall 2008 based on the new rubric. More recent
data should provide an even clearer assessment in areas in which the student is succeeding or needing
improvement.
2. Program-level SLOs – Has the department developed SLOs for its program(s)?
Award
Type
AA
Program
English
Program SLO
Developed?
Program Outcome
No
The English/ ESL Department is in the process of
updating all of its course outlines to include the
Student Learning Outcomes for every course due
for Updates. As of May 2008 it has completed the
SLOs for English 20, 21, 28, 33, 47, 67, 69, 78, 94,
101, 137, 203, 204, 212, 214, 215, 219, 224, 250,
253, and 255. It has also updated the course
outlines of Linguistic 1 and Linguistics 2 to include
the Student Learning Outcomes. The Distance
Learning Course Outlines are also being completed
for English 28, 67, 101, 103, and 252. By Summer
2008 it will complete the Course Outline Updates
for English as a Second Language 1, 2, 3, 4, 5, and
6. By Fall 2008 a revised version of the
Department Final Exam will be in place, with
analytical rubrics, to begin assessment of the
Student Learning Outcomes for each courses due
for updates.
3. Core Competencies Alignment – How do the department’s course and program SLOs address City’s Core
Competencies?
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Each level of English and ESL differ in areas and difficulties of the Core Competencies. In general, the courses
have elements of each area.
In Area 1 students demonstrate their critical and creative thinking skills by reading, discussing and writing on
materials and questions in the class. By participating in class discussions students develop their communication
skills; through graded papers and exams students practice their writing skills. Students also use computers to
research materials and compose their papers as well as to communicate with their instructors after office hours.
In Area 2, students develop intellectual curiosity through class discussions, creating and expressing clear
arguments that will be beneficial at the university level and vital in daily activities outside of college. By reading
texts, particularly literature, which focus on ethical issues and aesthetic awareness, students practice making
informed decisions and understanding their own values and enjoyment in society.
In Area 3, students learn about their community and the diversity of that community by reading a variety of
different texts, discussing the material with students from different backgrounds and writing papers that include
arguments from many perspectives. As a result, they will be well aware of their sense of place and the many
possibilities in the world.
d. Proposed New Course and Course Changes
1. Enter new courses and course changes planned (Note: All course changes, additions and archives require
Curriculum Committee approval).
Course Name
Advisory
New
Committee technology
Recommend development
ation
s
Similar
Course
Integrating
CSU/UC
needed for
current
lower
sequence trends and
division
new
requirements
information
Other
(please
detail)
Eng97
No
No
No
No
Yes
Eng101 and
His11
offered as
paired
courses
Eng2147
No
No
No
No
No
Eng21 and
Eng47 as
coreq
English20
No
No
No
No
Yes
low scores to
enter LS 1A
and 2A and
7A
English69
No
No
No
No
Yes
ESL 1-3
speaking
listening
center
English78
No
No
No
No
Yes
new memoir
writing class
ESL12
No
No
No
No
Yes
ESL 4-6
writing lab
e. Course Scheduling
Use this link to ClassTracks to access information about historical course scheduling. Review data over the last
5 years with special attention to scheduling in the afternoon and evening, on Fridays, on Weekends, and on-line.
Comment on the enrollment in these sections, and on the feasibility of offering classes at non-standard times.
Web site available on LACCD intra-net: http://classtrack.laccd.edu/lacity/
Password: lac4681
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The department has gradually offered increasing numbers of courses in afternoon, Friday, evening, and
weekend time slots for past five years, to transition students into non-traditional time slots without sudden
enrollment declines. The afternoon population has steadily increased. The Saturday program is always full,
expanding beyond English-designated rooms.
The department has responded to demand for online courses. After five years, the scheduling expanded to offer
online courses in 8-week summer session as well.
Innovations: new courses brought in new students and energized the department. Within the past five years, first
-time ever offered courses include: Bible as Literature, Latin American Literature, Science Fiction, Writing
Memoir, Short Story Writing, Opera as Literature, Women in Literature, Contemporary Literature, and Literature
of American Ethnic Groups. Of the above, Latin American Lit, Writing Memoir, Cont. Lit, and Lit of American
Ethnic groups cancelled. However, the others made. The department is interested in greater publicity to reach
new audiences.
Are required courses scheduled in appropriate sequence to permit students to complete the program in the
prescribed program length? If yes, describe the rationale upon which the sequence is based. If no, what is the
plan for alleviating these problems? Explain.
The required courses are scheduled in appropriate sequences so that students would be able to complete the
program in the prescribed program length. Classes are scheduled from morning to evening, Monday through
Friday. Saturday classes are given from morning to afternoon. While the amount of classes vary depending on
the demands, the department has been successful in meetnig their demands by offering enough courses so that
the student would not be behind in the program.
The sequence of the courses is based on the amount of students completing the exit skills at each level and the
placement of students within the appropriate level. To maximize efficiency, the department has added and
cancelled classes to meet demand, and programmed ESL “A,B,C” classes to allow students to register for entire
sequence without conflicts.
The department has carefully scheduled 8-week classes to enable students to block-schedule sequential English
transfer courses. Enrollment patterns indicate there is demand for breaking calendar into more manageable
units.
What outreach and hybrid classes has your department offered? What are the benefits and problems associated
with outreach and hybrid classes? How can the outreach and hybrid classes be improved?
The department has offered several outreach classes per semester, combining English courses with ACT on
campus (Eng 103)and the Salvation Army (English 28, 101). These courses-- including English 21, 28, 67, 101,
and 103-- are usually composition-focused, and were mainly held at 3550 Wilshire Center. Oftentimes, the
classes would be cancelled due to low enrollment, but those that do make enrollment are successful in offering
students writing skills development in related fields and programs.
f. Course Consistency
How does the department determine that classes are taught consistently with the course outline? You may
consider such approaches as:
Class syllabi are collected and reviewed for a majority of faculty, mentoring of part-time faculty to
ensure integrity of course outline, evaluation of full-time program faculty, evaluation of part-time program faculty,
program-wide or course-wide exams, distribution of appropriate course outline to faculty, department chair’s
review of individual instructor’s finals or other exams
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The department has implemented the following procedures to determine that classes are taught consistently and
efficently with the course outlines:
--class syllabi by the faculty are collected and reviewed by the chair and other members of the faculty; each
syllabus contains the exit skills of the course so that students will know what to expect;
--samples of exams and handouts by the faculty are submitted and reviewed by chair and members of the
faculty;
--samples of course outlines and grading rubrics are distributed to faculty;
--faculty, both full-time and part-time, are evaluated periodically by other members of the faculty; parts of the
evalutaion iinclude observing the teaching of faculty and collecting samples of writing from students.
V. Departmental Engagement
a. What standing committees does your department maintain? What are their charges and membership?
1. Curriculum
2. Testing
3. Evaluation
4. Tech Ed
5. Social and Environment
6. Adjunct Faculty
7. Writing Center
8. Textbook Selection/Collaboration
9. Chair/Vice-Chairs'
10.Scholarship/Writing Contest
11.Citadel
12.Scheduling
b. What interdepartmental collaboration has your department been involved in during the past six years?
1. OSS
2. EPC
3. Academic Senate
4. AFT
5. Curriculum
6. IDWG II
7. AAHC
8. BFSA
9. Tech Ed
10.D/DL
11.Shared Goverance(?)
12.Book Program
13.Paired Classes (English 101/History11)
14.First Year Experience
c. What has your department done since the last review to establish connections with schools,
institutions, organizations, businesses, and corporations in the community?
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Our department works very closely with all of the departments on the campus. We are working to aid all
departments with stricter requirements for writing and more assistance for our students. We have our annual
scholarship awards ceremony based on our endowed scholarships with the Foundation. We also work closely
with the Book Program and require our students to write an essay for a scholarship at the end of the semester.
We also encourage collaboration between the Book Program author and our classes. Many professor use the
Book Program selection as required reading for their class.
We also participate in multiple Career Day experiences throughout Los Angeles. It is important that we be the
positive face of LACC and we allow student to meet and greet their future professors so they may want to
become one someday. Our Annual Scholarship Award Ceremony is also co-sponsored by the Los Angeles
Cultural Affairs Office in conjunction with Barnsdall Park.
We work closely with our publishers and encourage them to also give back to the college. They sponsor part of
our event also and they provide small monetary book grants for students. We are in our infancy with reaching out
to community, but it is important that we continue to work with the community. Additionally, the chair of the
department works closely with the community as the African American Heritage Committee President. With that
group, collaboration is very important. It is important to note that many events happen on campus to increase
awareness of the needs of our college and its African American population. Recently, a scholarship was held at
the California African American Museum. It was a community event that was an excellent example of the power
of hardwork and the tenacity of our students.
VI. Professional Development
Are there areas of unmet professional development needs among faculty in this program? Please explain a
proposed plan of action for addressing this need and any resources needed to achieve this development.
Members of our department serve on many local and national committees. As education continues to evolve and
it is more appropriate to perform more on the internet, more faculty will need to become trained and aware of the
possiblities. It is a difficult transition to make, but one that addresses many of the issues with time and space that
students have as well as providing a professional avenue for growth within education.
List all professional development activities engaged in by each faculty member in your program in the last 2
years. Activities may include:
•Conference attendance
•Conference presentations
•Other off-campus presentations
•Publications
•Grants
•On-Campus presentations
•Leadership/ Membership in professional organizations (specify)
•
Leadership/ Membership in campus-wide or District-wide committees (specify)
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Faculty Name
Professional Development Activities
ADAMIAN EILEEN, Part-Time
1. CONFERENCE PRESENTATION: I presented at the CATESOL Conference in San Franciso,
2006, on the uses of Web/CT Blackboard to teach writing and grammar.
2. WORKSHOP PRESENTATION: I have given two workshops at Glendale Community College,
06 & 08 on the uses of online instructional tools.
3. WORKSHOPS: I completed the workshop on Etudes at LACC in 07. All the courses I teach at
LACC in the last year have been hybrid.
4. MENTOR TEACHER: I am a mentor to M.A. students to fulfill their degree in TESOL at LACC
and GCC. They attend my classes, observe and complete their teaching hours.
5. SLO COMMITTEE: I was on the SLO Committee with Daryl Kinney from 1/06-3/06 to help
devise/improvise rubrics for our department.
ALESSI JENNIFER, Part-Time
Before moving to California eight months ago, I worked for four years at a public four-year college in
the City University of New York (CUNY) system as Assistant Director of English Composition, ESL
and Freshman Programs. In that role, I oversaw the composition and ESL programs, assessed and
placed entering and transfer students into the English Composition/ ESL sequence, managed a
summer and winter program that helped students pass the CUNY entrance exams, and helped
manage the award-winning, nationally recognized interdisciplinary Freshman Year Initiative (FYI). I
met regularly with publishers, selected the standard composition textbooks at the two main levels
(110 and 120), and ran staff development meetings. Within the past year, I attended a CUNY ESL
conference. In addition, I helped create a new freshman seminar course and was a member of the
committee that pioneered a sophomore initiative at the college.
Since moving to Los Angeles, I have worked at LACC as a teacher and tutor, and also substitute
teach at a local high school.
BECHET JOLIE, Part-Time
2006-2008: LAUSD Fall Refresher Seminar
BECKETT ANDREA MARA, Part-Time Attended CATESOL Los Angeles Regional Conference (2006); has reviewed multiple textbooks for
Houghton Mifflin; participates in Cultural Diversity Program and WAC workshops at Glendale
College (2003 to present); reader for Eclipse Literary Journal at Glendale Community College (2005
to present); regularly participates in departmental final exam.
BELIKIAN LES, Part-Time
November 2008: Presenting three convention papers at the National Communication Association
(NCA) conference in San Diego, CA. Professional Affiliations: Member, National Communication
Association (NCA); member, National Council of Teachers of English (NCTE).
BERKOWITZ DALIT, Part-Time
Attended Energy Medicine Workshop sponsored by the Omega Institute in Rhinebeck, N.Y. in July
2006; Attended Coming from Nothing: A Contemplative Performance Workshop with Lee Worly in
Eagle Rock, C.A. (March 2008); Ashtanga Yoga in Los Angeles (June-June 2007); Fitzmaurice
Voicework with Margaret Kemp (Feb, 2008); took class in "The Wisdom of Emoting" at Shambhala
Meditation Center in Los Angeles (Oct-Nov 2007).
BERNARD GUY, Full-Time
Attended AFT Health Benefits and Retirement Conference (March 2006, April 2008); attended
program by Amiri Baraka at LACC (Feb 2007); attended lecture by Barbara Erenheit at LACC (May
2008); attended LACC Percussion Ensemble performance (May 2008); participated in Annual
English/ESL Awards Ceremony (May 2006); attended various musical performances.
BORETZ MARIANNE, Part-Time
Member, Rockland, Maine, Shakespeare Society: 2003--present
Secretary 2004-2008
Papers presented to Society:
“Deception in Twelfth Night” 3/14/05
“Gender Confusion in Coriolanus” 11/13/06
“Contrasting Lovers in Much Ado About Nothing” 2/5/07
“Polonius: Fool or Sage” 10/31/07
“Kingship in Richard II” upcoming FA 08
Member, Board of Directors of Cushing Library, Cushing, ME, 2006—present
Convener, Cushing Library Book Group, 2004—present
Member, Midcoast Recorder Ensemble, Rockland, ME 2003—present
I have taken the following online classes:
--Introduction to ETUDES NG, Summer 05
--Podcasting for Teaching 10/07
--Video and Vodcasting for Teaching Starts Monday 10/27/08
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BRANDLER MARCIELLE, Part-Time
Regularly organized poetry readings and open mics for Universal Image Productions at Cafe Culture
in Pasadena (2006); actively involved in the Alameda Writers Group in Glendale and the San
Fernando Valley Poetry Group; Attended screenwriting conference (2007); Brandler, Marcielle. The
Breathing House. Imiverse Publishing, 2006 (sixth collection of poems); contributed article about
how poetry improves kids' literacy for Whittier Literacy Campaign.
BRYER ELIZABETH, Part-Time
Proctored for and participated in holistic reading for English Department Final Exam. Attended Napa
Valley Writers' Conference, Summer 2008. Published short story at sfwrp.com, an online literary
magazine, May 2008. In December 2008, another short story will be published in the literary
magazine "Fourteen Hills." (All stories published under the name Elizabeth Chase)
CARAM EVA, Part-Time
Attended Associated Writing Programs Conference in New York (Jan 2008); partipated in reading
given at the Skirball Center in Los Angeles from novel published with other UCLA Extension
instructors (May 2006); speech given at UCLA, recipient of the Outstanding Instructor in Creative
Writing Award for 2006 at UCLA; participated in departmental final exam (2006).
CASEY PAUL, Part-Time
May 23-26, 2008: Attended 13th Biennial Conference of the Rhetoric Society of America, "The
Responsibilities of Rhetoric," Westin Hotel, Seattle, Washington. Gave a presentation, "A Legacy of
Documentary Kairos: Emile de Antonio and Michael Moore"
CAVE TRACY, Part-Time
Attended "Using Multiple Intelligences in the Composition Class" conference at Pasadena City
College (April 2007).
CHANG NINA, Part-Time
Conference Attendance (all off-site)
- Accreditation Workshop sponsored by ACICS June 23, 2008 in Las Vegas, NV 8-hrs workshop
- Summer Admissions Institute: F-1 Visa Regulation for Beginners July 28, 2007 in Denver, CO 8hrs workshop
- Beyond the Buzz: Hot New Technologies and How We Can Use Them (sponsored by Special
Libraries Association, San Diego Chapter) October 6, 2006 in San Diego, CA 8-hrs workshop
Membership in Professional Organization
NAFSA: Association of International Education American Library Association
CHARNESS JAMES, Full-Time
CORBETT ARA, Part-Time
Corbett, Ara. "Architecture and Morality," Verdugo Monthly, April 2008. Corbett, Ara. "W.A.
Sarmierto" The Glendale Historical Society Newsletter, Summer 2008. "John Cassaretos' Faces: A
40th Anniversary Reflection" (expected to be published Fall 2008); judged LACC writing contest
(2007).
CRAN KEN, Part-Time
DALLY PATRICE, Part-Time
Attended English/ESL Department Meetings. Participated in holistic reading for English Department
Final Exam.
DANCOFF JUDITH, Part-Time
1. Yearly Flex Activity for the past 3 years:
- Participation in department final, both proctoring and holistic scoring, both fall and spring
semesters.
- Participation in judging for writing contests.
2. Publications for the past 3 years:
Print:
- “A Merging of Head and Heart”, Creative Nonfiction.
- Essay in anthology, Rage and Reconciliation: Inspiring A Healthcare Revolution.
3. Off-campus presentations:
- Director of the Mt. Washington Writers’ Workshop, on-going.
DAVISON ANNI, Part-Time
Attended regional CATESOL conferences at Fullerton (Oct. 2006) and Long Beach (Oct. 2007);
regularly participates in departmental final exam.
DES VIGNES MARYANNE, Part-Time
EISENSTEIN SAMUEL, Full-Time
Office of Institutional Effectiveness
Eisenstein, Samuel. "Merciless Beauty" Green Integer Press, 2008 (novel); attended NOW
Conference at Chapman University (April 2008).
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ELIZONDO SUSAN, Part-Time
1.
Additional training:
M.A. in Clinical Psychology, Spring 2006
Completion of Clinical Hours Summer 2008
2.
Conference attendance:
Child Abuse Reporting at Antioch University, Los Angeles, CA (2006)
Series in Narcissistic Personality held at the C.G. Jung Institute, Los Angeles, CA.
Participates in Annual Orientation at LACC. Member, CAMFT
FARAHMAND AMIR, Part-Time
Participated in LAUSD Adult Ed. (ESL) Conferences (April, 2007 and 2008); regularly attends LACC
Flex Day activities.
FOLEY BRIAN, Part-Time
10/06, Los Angeles CATESOL Conference, Fullerton CA, Sponsored by CATESOL. 10/07, DACE
Fall Conference, LA Convention Center, Sponsored by California Teachers of English to Speakers
of Other Languages. Member of TAXI, a group for musicians and songwriters. At their conference
in Los Angeles in November of 2007, two of my published songs were featured in a workshop
presented by John Brahemy on the structure of a Lyric. I also participated in that seminar.
GIARELLI JOHN, Part-Time
Attended English/ESL Department meetings and participated in holistic reading of English
Department Final Exam.
GORDON ELIZABETH, Full-Time
Attended CATESOL regional conference in Long Beach in 2007; attended TESOL National
Conference in New York in 2008; Department representative to District ESL Discipline Committee,
fall 2007 to present; authored proposal for Basic Skills Funding Grant for technological development
in ENL/ESL Department,grant funded summer 2008.
GOULD RONALD, Part-Time
8/29/2008: Mandatory Flex Day (AM & PM), MFD Breakout Session #2. 11/04/2008: SLOs
Workshop, English/ESL Department. 11/14/2008: Attended play, "Rabbit Hole."
GOZALO CARLOS, Part-Time
7/22-7/24/08: Motheread Training, Los Angeles, Sponsored by North Carolina State Univ. May 2006
-June 2006: Workplace Literacy Training, Los Angeles, Sponsored by Literacy Network. March
2007: Dealing with Difficult People & How to Manage Multiple Projects, Los Angeles, Sponsored by
Fred Pryor. CASAS Testing Certification (2008), Command Spanish - Certified Instructor (2008)
GUEORGUIEVA SLAVCA, Part-Time
Regularly participate in departmental final exam; attended workshop on on-line tutoring sponsored
by Houghton-Mifflin (2006).
GUNDERSON SUNAY, Part-Time
Desktop publishing- Monrovia Adult School in April 2006(lasted for a few weeks-let's say 8 hours
total)
Computer Using Educators-Palm Springs Convention Center March 2006 (6 hours)
Import-export business seminar- Pasadena City College(continuing education) in April 2007 for
about 6 hours
French for Young Speakers-_LACC Continuing Education fall 2007 (6 hours)
Conference about the learning disabled and the autistic kids- at Eagle Rock High School by the
regional center (spring 2007)
Seminar about engaging students for success-Glendora College (feb 19,2008)5 hours
Conference about social and school issues of autistic kids- by Donna Williams at Arnold O.
Beckman High School in Irvine (10 am-12pm)November 22,2008(2 hours)
Workshop about the issues of kids with Asperger's Syndrome-a panel from 12pm-2pm at Arnold
O.Beckman High School on November 22,2008(2 hours)
I've attended plays and independent movies.
HARRIS FREDDIE, Full-Time
HEANEY JOCELYN, Part-Time
Office of Institutional Effectiveness
March-May 2008: Research Across the Curriculum, Glendale Community College. August 2008present: Bedford St. Martin Comp Class/Local Expert (instruct people in use of online composition
class) Glendale Community College. Spring 2008: Faculty Book Club, Glendale Community
College. April 2008: Attended Creative Non-Fiction class at UCLA Extention. Attending Fiction
Workshop (4/08-present).
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HERNANDEZ LISA, Part-Time
Publications: (Short Stories Collection) "Migrations and Other Stories." Houston: Arte Publico
Press, 2007.
Conferences - Presented: REFORMA Conference (the National Association to Promote Library
Services to Latinos) in El Paso, Texas, from September 18th - 21, 2008. Panel discussion with
Chicano/Latino authors discussing their work.
ALA (American Library Association) Conference in Anaheim, California on Sunday, June 28th, 2008.
Participated in the "Live @ Your Library" Speaker Series.
Conferences - Attended: Book Expo America/Writer's Digest Books Conference in Los Angeles, Ca,
from March 31 to June 2, 2008. Attended the International Latino Book Awards Session (I placed
second in the Mariposa Awards for Best First Book) and the Booklist Session (I was a finalist in their
first fiction category).
Other: University of Texas, Houston. Visited Professor Gabriela Baeza Ventura's Chicana
Literature class on March 13th and 14th. I also met with editors and the assistant director at Arte
Public Press and read at a local bookstore and coffee shop.
Scheduled Events for 2009: On-site registration coordinator for the upcoming CATESOL (California
Teachers of English to Speakers of Other Languages) Conference on April 16-19, 2009. To date, I
have attended two planning meetings.
TLA (Texas Librarian Association) Annual Conference scheduled for March 31-April 3, 2009. The
panel discussion is entitled "Migrations and Other Clarifications: Culturally-Relevant Short Fiction
and Poetry to Engage Young Adults."
HSIA MARY, Full-Time
Professional organizations: TESOL, CATESOL, MLA;
Regular attendance at Dept. meetings;
Participation in proctoring Dept. Finals and holistic scoring of final exams;
Creation of my own teaching materials in packets for each class, copied, bound, and sold in the
Bookstore;
Ongoing conversations with other instructors -- finding out how they teach their courses, listening to
their advice, and using materials for my students which they have prepared for theirs.
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IGOUDIN ALEX, Part-Time
RESEARCH ACTIVITIES
Dr. Igoudin’s research interests focus on adult student motivation for language learning and the
impact of social identity on second language acquisition.
·
Igoudin, A.L. (2008). Social Identity and Motivation for Advanced Language Learning:
Exploring the Connection. Paper presented at the 15th World Congress of Applied Linguistics (AILA
2008). August 24-29, 2008 Essen, Germany.
·
Igoudin, A.L. (2008). Asian American Girls who Speak African American English: A
Subcultural Language Identity. Paper presented at the 15th World Congress of Applied Linguistics
(AILA 2008). August 24-29, 2008 Essen, Germany.
·
Igoudin, A.L. (2008). Adult ESL Student Motivation for Participation in Advanced Language
Learning. The CATESOL Journal, 19 (1).
·
Igoudin, A.L. (2007). Wake Up Your Students’ Motivation! Strategies for Community College
ESL Classroom. Paper presented at 2007 California Teachers of English to Speakers of Other
Languages (CATESOL) Statewide Conference. San Diego. April 12-15, 2007.
·
Igoudin, A.L. (2006). Student Motivation in Advanced Language Classroom: Research and
Strategies. Paper presented at 2006 CATESOL Regional (LA/OC) Conference. Fullerton. October
28, 2006.
·
Igoudin, A.L. (2006). ‘Why Are They in My Class?’ Uncovering Adult ESL Student Motivation.
Paper presented at 2007 CATESOL Statewide Conference. San Francisco. April 6-8, 2006.
·
Igoudin, A. L., & Merlo, L. (2005). Asian American Adolescent Girls at the Crossroads of
Language and Identity. The Journal of Interdisciplinary Studies, 18, 87-94.
·
Igoudin, A. L. (2005). Preferred argument structure and rhetoric patterns in Russian. Paper
presented at the 14th World Congress of Applied Linguistics (AILA 2005). University of Wisconsin,
Madison, WI. July 28, 2005.
·
Igoudin, A. L. (2005). The Adoption of AAVE by Asian American High School Girls. Paper
presented at the Annual Meeting of the American Educational Research Association (AERA 2005).
Montreal, Canada. April 15, 2005.
·
Igoudin, A. L. (2005). Implications of Adult Learning Theory to Teaching ESL: Building a
Bridge. Paper presented at the Graduate Student Forum, 2005 CATESOL Statewide Conference.
Long Beach, California. March 5, 2005.
PROFESSIONAL SERVICE
·
Community College Chair, Orange County Chapter, California Teachers of English to
Speakers of Other Languages (CATESOL-OC) 2006-2008
·
Member, Organizing Committee, CATESOL-OC Professional Development Workshops,
Spring 2009, Fall 2008, Spring 2008, Fall 2007, Spring 2007, Fullerton, California
·
Member, Organizing Committee, CATESOL 2006 Regional (LA/OC) Conference, Fullerton,
California
·
Member, Organizing Committee, CATESOL 2005 Statewide Conference, Long Beach,
California
·
Reviewer, CATESOL 2005 Statewide Conference, Long Beach, California
Igoudin, A.L. "Social Identity and Motivation for Advanced Language Learning: Exploring the
Connection" and "Impact of Social Identity on Language Practices of First Generation Asian
American Girls" Papers accepted for presentation at the 15th World Congress of Applied LInguistics,
Essen Germany (Aug 2008); Igoudin, A.L. "Adult ESL Student Motivation for Participation in
Advanced Language Learning." The CATESOL Journal, 20(1) 2008; Igoudin A.L. and Merlo, L.
"Asian American Girls at the Crossroads of Language and Identity." The Journal of Interdisciplinary
Studies, 2005. presenter at the CATESOL 2007 and 2006 State Conferences in San Diego and San
Francisco; presented 2 papers at the 15th World Congress of Applied Linguistics which took place in
Germany. On request from one of the colleges that sponsored my trip, I wrote an article about the
conference called "From a Coastline Classroom to an International Congress" which was uploaded
on the Coastline Community College faculty website;
regularly participates in departmental final exams.
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IRELAND SEAN, Part-Time
5/10/08: Literature Book Group, Kafka's "Metamorphosis," Santa Monica Library, Sponsored by
Fairview Branch, Santa Monica Library. 4/19/08: "A Midsummer Night's Dream," Theater Studio Santa Monica College, Sponsored by Santa Monica Theater Arts - Studio Stage. 11/17/08: "A
Winter's Tale," Santa Monica College, Sponsored by London Players (included in class visit and
Shakespeare demo, lecture 11/17). 6/19-6/22/08: 2008 Nantucket Film Festival, Nantucket, Mass.,
Sponsored by Nantucket Film Festival. 7/19-7/22/08: 2008 Plymouth Film Festival, Plymouth, MA.,
Sponsored by Plymouth FIlm Festival. Additional Saturday conferences, Spring semester '08 meeting with students weekly 12PM-2PM for student advising (in addition to office hours) = 26 hrs.
JEFFRA JEREMIAH, Part-Time
JEWETT KEITH, Part-Time
Currently attending 2008-2009 Opera for Educators, Teacher Training Program/"Carmen,"
sponsored by LA Opera.
JONAS VIDA, Part-Time
The following Seminars were taken as part of professional development: 2001: The Classical World:
Greek Antiquities, History of Ideas: Ancient, History of Ideas: Modern; 2002: Eastern Ideas, Women
in Greek Drama; 2006: Myths and Legends of the English Language, Virtues and Vices in the
Ancient World, Men and Women Who Changed the World; 2007: Visionaries of the Twentieth
Century, Modern Problems in Ethics, Systematic Analysis of Interpersonal Discourse: THe Elements
of Deception, Beginning Greek (Private Lessons); 2008: Man's Greatest Questions, Religions of the
World, Our Family Institutions
KAGAYA CLAIRE, Part-Time
11/4/08: SLO Workshop (sponsored by English/ESL Dept., LACC)Workshop to help understand and
contribute information and ideas on SLOs. 11/22/08: USC Harassment Prevention Training Faculty, on-line harassment prevention education offered by Workplace Answers. The course is
interactive and contains many challenging and interesting real-life workplace situations. The course
is two hours long to comply with state law. 12/15/07: English/ESL Holistic Grading Final Exam.
3/7/08: Generation 1.5 Workshop. March-June 2007: UCLA's Tai Chi Cha study, volunteer
participant in a Tai Chi Cha study at UCLA to evaluate effects of TCC on immunology. 12/16/06:
English/ESL Holistic Grading Final Exam (AM & PM). 6/2/07: English/ESL Holistic Grading Final
Exam (AM & PM). 09/22/05: Learning About Learning. 12/17/05: English/ESL Holistic Grading
Final Exam. 02/03/2006: English/ESL Curriculum Workshop.
KENDALL EVAN, Full-Time
Attended 2007 and 2008 Tech Ed Conferences in Ontario, CA (sponsored by The Community
College Foundation); Kendall, Bones. Mikka Mi Amor. Whittier: BBC Publishing, 2007 (a collection of
poems).
KHANBABIAN ARMINEH, Part-Time
October 2008: Staff Development Day (SB1193), Thomas Jefferson Elementary School.
Attendance at various English/ESL Department meetings.
KIM PAUL, Part-Time
9-27-08: participated in the LACC part-time Instructor Development Program.
Regularly attends LACC Flex Day activities.
KLOSE JEANNETTE, Part-Time
Currently on leave.
KONIOR NICHOLAS, Part-Time
Teach 3 classes for a total of 20 hours a week at California State University, Northridge. Fully
responsible for preparation, teaching and evaluation of students. Teach Listening/Speaking from 910:20AM, Writing/Reading from 10:40-11:55AM, and TOEFL Preparation from 1-2PM Monday
through Friday to ESL students. 12/16/08: ESL 5A Final Exam (English/ESL Dept., LACC), HH 106
LAPP RONALD, Full-Time
Attended French language classes at Renton Tech. College in Pasadena (Fall 2007); regularly
attends film, theater and museum events; regularly travels.
LEVIN RACHEL, Part-Time
Presentations for the Los Angeles Writing Project at Cal State LA
Publications in the Los Angeles Times
Research Grant from the Hadassah-Brandeis Institute
Attendance at literary events at the Hammer Museum and ALOUD at the Central Library
LIPMAN DONALD, Part-Time
Office of Institutional Effectiveness
Regular attends theater performances and lectures.
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Comprehensive Program Review 2008
LONGO JOSEPH, Part-Time
I have been writing and producing educational videos.
I completed a DVD that is entitled “The Road to Understanding Grammar.” It is a basic introduction
to the seven parts of speech.
I have gotten a grant from Glendale Community College to write and produce a video on writing
research papers, and am in the process of writing the script for that video.
I have taken a number of filmmaking courses at ULCA to help me improve my production skills. So
far, I have taken courses in cinematography, scriptwriting and post production.
I have taken a number of on-line courses through ElementK Training, course in using PowerPoint,
teaching On-line courses, and variety of educational media courses.
I have developed on-line courses for Santa Monica College. The courses include a variety of media
which I created.
I have written two scripts that are adaptations of Edgar Allan Poe short stories: “The Tell-Tale Heart”
and “The Purloined Letter.”
LYNCH JOHN, Part-Time
Regularly judges entries to departmental creative writing contests; attended Sand & Sollon: Dafus at
LACC (April 2008); Attended "How the Brain Works" conference at Santa Monica College (March
2008). Attended "Latinos in Lotusland -- The Making of a Literary Anthology" (November 2008).
Attended LACC production of "The Shape of Things" (October 2008).
MACIAS SUSAN, Part-Time
Attended Bioneers Conference in San Rafael, C.A. (Oct. 2005, 2006, 2007); attened Focus on
Grammar Test Workshop at Long Beach City College (March 2008); attended Reading Workshop at
Long Beach City College (Oct 2007); regularly participates in departmental final exam.
MACK STEPHEN, Part-Time
MAECK ALEXANDRA, Full-Time
District:
Chair, English Discipline Committee 2006-2007
Member, Basic Skills Self-Assessment Team, 2006-2007
Campus:
Chair, English/ESL Dept. 2000-2007
LACC Academic Senator, 2004-2007
Member, EPC Satellite Sub-Committee
Member, EPC Educational Master Plan Committee
Member, LACC Curriculum Committee 2005-2008
Member, LACC Curriuclum Sub-Committee: Distance Learning
Member, EPC 2007-2008
Member, LACC Book Program 2006-2008
Member, Student Services Assessment Committee, 2005-2007
Department:
Chair and Member, Testing Committee 2001-2007
Member, Writing Contest Committee 2004-2007
Member, Writing Center Committee 2004-2007
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MANILL LORETTA, Part-Time
1. Fall 2008 attended workshop entitled "Teaching the Ipod Generation".
2. Spring 2008 attended meeting on SLO (Student Learning Outcomes).
3. Fall 2007 attended workshop on Student Learning Styles and ways of teaching Composition.
4. Spring 2008 attended with my students a Performance of "The Glass Menagerie" at Actor's Coop
in Hollywood.
5. Spring 2007 attended with my students a performance of "Dear Brutus" at A Noise Within in
Glendale.
6. Fall 2006 attended with my students a performance of "Othello" at A Noise Within in Glendale.
7. Attended at least 7 Author Signings at Vroman's Bookstore during the past 3 years, in which along
with signing, the author speaks on their writing process, reads from their book, and answers
questions. Some of the authors have been: Joan Didion, Anne LaMott, Cokie Roberts, Ray
Bradbury, Herman Wouk and Merrill Gerber.
8. I attend the Voices and Vision series at Caltech, in which they have guest speakers from the Arts
(Ken Burns, for one), from the realm of science (one lecture on new research in brain chemistry and
hopeful breakthroughs for Parkinson's Disease and Depression), journalism (a woman
photographer/journalist who showed her photographs and spoke about her experience
photographing communities of women in the Middle East and Africa), and also Judy Woodruff,
whose journalism career covers 30 years.
9. I visit the Skirball Museum at least once a year, and in the past three, have seen an exhibit on:
Sigmund Freud, President Harry S. Truman and the beginnings of the State of Israel, and Jews in
the Diaspora.
10. At The Huntington Library, within the last 3 years I have visited their exhibit on The Canterbury
Tales, and William Morris.
11. I have attended a Departmental Meeting at the beginning of Spring semester 2008, and the Fall
Semester 2008.
MANOS HARRY, Part-Time
Member of LACC Academic Senate (2006-present); member of LACC Academic Rank Committee
(2007-2008); participated in LACC Academic Senate Accreditation Self-Study (Fall 2007); attended
the following meetings of the American Association of Physics Teachers: 2006 National Winter
Meeting in Anchorage, A.K., 2007 National Summer Meeting in Greensboro, N.C. and 2008 National
Winter Meeting in Portland, M.D.; Manos, Harry. "Photographing Auroras." The Physics Teacher 43
Dec 2005: 573-577; completed ETUDES-NG Distance Education Software Certification at LACC
(Jan. 2007); peer review referee for "The Physics Teacher" magazine.
Meeting: American Association of Physics Teachers -- Southern California Section
Place: California Polytechnic University, Pomona, California
Date: Saturday 8 November 2008
Activity: I gave three Show'N Tell physics demonstrations: (1) Variation on Magdeburg Hemispheres
for demonstrating atmospheric pressure, (2) Demonstrating electromagnetic induction with a
Theronoid quack medical device, and (3) Converted infrared rays into sound.
Also won the "Order of Magnitude" contest door prize by estimating the amount of the earth's
surface covered by buildings (roofed area, not roads).
Publication:
Manos, Harry. "Tycho Brahe's Stjernenborg." The Physics Teacher 41 November 2003: 469-471.
MARDIRUSSIAN GALUST, Full-Time
Office of Institutional Effectiveness
February-March 2006: Guest Lecturer at the University of Lesotho--Gave three talks on the theories
and cultural aspects of Translation
June 2005: Presented at International Conference on Armenian Language and Linguistics,
University of Michigan, Ann Arbor
October 2005: Presented at the Annual Conference of California Federation of Interpreters, San
Francisco
October 2006: Presented at the Annual Conference of California Federation of Interpreters, Long
Beach
February 2006, 2007, and 2008: Attended the Annual International Conference on Armenology at
UCLA
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MARTINEZ SANDRA, Full-Time
--From 1998-2004, I served as Chair of the English Dept's Testing Committee. Much of my FLEX
obligations were met by carrying out work on this committee (ex. identifying benchmark essays to be
used in holistic scoring, and preparing sample essay packets for holistic grading, presenting/leading
the Eng21/ESL6A group for holistic scoring).
--From 2000-2006: Co-chair of the Latino Heritage Committee responsible for organizing the annual
Latino Heritage Celebration at LACC (campus service).
--2002-2008: Back to school FLEX Days at LACC
--2003 and 2005: Guest Speaker/ Presenter, Trio Student Orientation (Spoke to TRIO students and
staff at LACC regarding contributing factors to student success).
--2002: Conference attendance, Latino/a Studies Conference at East Los Angeles College.
--2004: Conference attendance, Service Learning at Los Angeles Harbor College (LAHC).
--2005: Conference attendance, Chicana/o Studies Conference, LAHC (guest speaker
Josefina Lopez)
--2006-2008: Personal and cultural enrichment activities:
--Museum visits to LACMA, Southwest Museum, Museum of Tolerance
--Aquarium of the Pacific, L.A. Zoo
--Theatrical performances: "Real Women Have Curves", "Wicked," "Hoops,"
among others
MEDICI JOHN, Part-Time
Participated in 2008 LACC Book Program; participated in BookPals outreach activities to grammar
school class (sponsored by Screen Actors Guild); Attended 2008 Opening Ceremonies of Broad
Contemporary Museum at LACC; visited Museum of Modern Art in New York City (March 2008).
MENTON KEVIN, Part-Time
Completed online course on "Teaching Online Courses" at Cal Poly Pohoma sponsored by the
Faculty Center for Professional Development; regularly participates in departmental final exam.
MICHELSON MELISSA, Part-Time
Presented "Calibrated Peer Review - Breathe New Life into Peer Editing" at 2007 State CATESOL
Conference in San Diego (April 2007); regularly participates in departmental final exam.
MIKLOS MICHAEL, Full-Time
Participated in LACC New Faculty Academy (Academic Year 2005-6); Learning Community
Participant: First Year Experience (Academic year 2007-2008); BSSA Proposals Committee Chair
(2007); Attended M/MLA Annual Conference in Cleveland, O.H. (Nov. 2007; Miklos, Michael.
Undermining Common Sense: Racial Legislation, Comedy, and the Family. USC Ph.D. dissertation
(Spring 2008).
MODESTIN PEREZ DILCIA, Part-Time Attended TESOL 2008 National Conference in New York City (April); attended CPFA Conference at
Santa Monica College (May 2008); regularly creates publications of student-generated writing.
MOOTS KINCAID NITA, Full-Time
Attended Dickens Universe at UC Santa Cruz (Aug 2006); Attended International Poetry Conference
at University of Sterling, Scotland (June 2006); Moots Kincaid, N. "Bleak House and Nothing but
Bleak House: Teaching Dickens in a Two-Year College" Modern Language Association
(forthcoming2008); conducted research at the Southern Poverty Law Center, Montgomery, A.L. in
connection with curriculum development (Oct. 2006); accepted to work at Bau Institute, a writers and
artists colony in Otranto, Italy (June 2008); eco tour of natural habitat in Alaska (July 2007); regularly
attends musical and theater performances.
MULLER DANIELLE, Full-Time
Attended 2006 FACCC Student Success conference in Long Beach; attended 2007 ASALH
Conference in Charlotte, N.C.; researching postcolonial Middle Ages in preparation for publication of
manuscript; organized learning community (paired English / History classes); traveled in Southern
U.S. to research Southern writers (2007).
MURRAY GAIL, Part-Time
Regularly participate in departmental final exam.
NIEMEYER SUSAN, Full-Time
Presented "Using Drama and Film to Enliven Your Classroom" at the CATESOL 2007 State
Conference in San Diego; Member of CATESOL and TESOL, Inc.; regularly reviews ESL textbooks
for major publishers (Pearson Longman, Oxford, and Cambridge).
NISHIMURA JEFFREY, Full-Time
Member of three campus-wide committees: Accomodations, Curriculum and Academic Senate.
Office of Institutional Effectiveness
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NISHIOKA ALICIA, Part-Time
September 10, 2008:
Slavoj Zizek Violence
In conversation with Jack Miles,
Distinguished Professor
of English and Religious Studies,
University of California, Irvine
ALOUD at the Central Library.
June 28, 2008:
Conversations That Never Happened
Opening Reception
TELIC Arts Exchange.
March 22, 2008:
Allan Kaprow–Art as Life
Opening Reception
The Geffen Contemporary at MOCA.
September 16, 2006:
Attended lecture by Gregory Graalfs
"Opposites Attract: Remembrances of Studies with Jack Stauffacher and William Everson at U.C.
Santa Cruz"
U.C. Irvine, Langson Library, Holden Room.
May 15, 2006:
Critical Theory Institute
University of California, Irvine
2006 Wellek Library Lectures
Talal Asad
(Distinguished Professor of Anthropology, CUNY Graduate Center)
Thinking
About Suicide
Bombing.
O CONNELL ED, Part-Time
2007—2008 school year: Fall 2007: Dec. 15, 2007 English department holistic grading from 9:001:00
2006—2007 school year:
Spring 2007: June 2, 2007 English department holistic grading from
9:00-1:00;
Fall 2006: Dec. 16, 2006 English department holistic grading from
9:00-1:00;
2005—2006 school year
Spring 2006: June 16, 2006 Shakespeare by the Sea production of The
Merry Wives of Windsor
Fall 2005: Dec. 5, 2005 LA Opera performance of Tosca;
PATNAIK NANDINI, Part-Time
Attended English Language Learner / Basic Skills Colloquium at Santa Monica College, (March
2008); Attended workshop on computer use in connection with grading system at Santa Monica
College (Jan 2008).
PATTERSON SALLY, Part-Time
Attended the 2006, 2007, and 2008 Tech Ed Conferences in Ontario, CA (sponsored by The
Community College Foundation); attended CATESOL Los Angeles Regional Conference (2006);
attended Winter Institute at LACC (Jan. 2008).
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PATTHEY CHAVEZ GHISLAINE, Full- PUBLICATIONS
Time
2009 G. G. Patthey-Chavez, Paul Dillon, & Joan Thomas-Spiegel. Accessing academic literacy in
college: Pathways of U.S.-educated English language learners. In M. Roberge, M. Siegal & L.
Harklau (Eds.) Generation 1.5 in college composition: Teaching academic writing to U.S.-educated
learners of ESL. New York and London: Routledge.
2005 A. Daubney-Davis & G. G. Patthey-Chavez. Structure and style in the narrative writings of
Mexican-American and African-American Adolescents. In P. Bruthiaux, D. Atkinson, W. Eggington,
W. Grabe, & V. Ramanathan (Eds.), Applied Linguistics in Focus: Language Education, Academic
Discourse Analysis, and Language Policy. Studies in Honor of Robert B. Kaplan on the Occasion of
his 75th Birthday. Multilingual Matters.
2005 G. G. Patthey-Chavez, P. Dillon, & J. Thomas-Spiegel. How far do they get? Tracking
students with different academic literacies through community college remediation. Teaching
Englihs in the Two-Year College, 32, (3): 261-277.
PRESENTATIONS AND TALKS
2009 Doing and (Not) Explaining Mathematics. Contribution to Invited Symposium for the
American Association for Applied Linguistics Annual Meeting, Denver, Colorado, April.
2008 Bombs and Rockets: Assessment of SLOs for Instructional Improvement. Student Success
Conference, Anaheim, California, October (w. J. Thomas-Spiegel).
2008 Writing Across the Curriculum Workshop based on Student Success 2007 “Alchemy at
College of San Mateo” Presentation for FLEX Day, Los Angeles City College, Los Angeles,
California, August.
2007 Spanning the Divide between Research and Classroom Assessment. Student Success
Conference, San Jose, California, October (w. J. Thomas-Spiegel).
2006 - 2007 Accessing Academic Literacy in College: Student Pathways and Perceptions.
American Association for Applied Linguistics Annual Meeting, Costa Mesa, CA, April, 2007;
American Educational Research Association, San Francisco, California, April, 2006, and Student
Success Conference, San Diego, California, October, 2006 (w. J. Thomas-Spiegel).
2005 Student Pathways and Perceptions in Community College Composition, International
Association for Applied Linguistics (AILA), Madison, Wisconsin, July and English Council of
California Two Year Colleges (ECCTYC), Long Beach, CA, October (w. T. Robinson).
CAMPUS SERVICE
2006 – Present
Chair, Professional Growth Committee
2003 – Present
Faculty Advisor, ASO Finance Committee
2003 – 2006
Office of Institutional Effectiveness
Member and contributor, The Book Program
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PAVENICK ALEXIS, Part-Time
Faculty advisor of Garmerade Student Club at LACC (2007, 2008); presented paper at Hawaii
International Conference on Arts and Humanities in Waikikii (Jan. 20070; began Masters in Library
Science at UCLA (expected date of graduation June 2009).
POURTAVASOLI HASSAN, Part-Time October 2003: At Santa Monica College staff meeting, I gave a lecture on effective teaching of
articles (A, An and The) to international students as well as choosing the right textbook to this end.
January 2004: I attended a workshop at ORT - a language school in Van Nuys - on: The realization
of the importance of understanding the culture of second language learners by ESL/bilingual
teachers. April 2004: At Santa Monica College staff meeting, I gave a presentation on "adverse
culture shock," supporting it with my personal experience, when I went back to Iran in 1992, after 12
years living here in the US. July 2005: I attended a seminar at the USC Language Academy, on
Phonology and Morphology and how international students can improve their pronunciation and
familiarize themselves with American English sound system. September 2007: I was invited to an
Iranian TV - Andisheh TV, and gave guidelines and advice in my language, Farsi, to Iranian students
who plan to attend American universities and the requirements thereto, such as taking necessary
tests like TOEFL or Eng 1, etc. (I taught TOEFL courses for several years at different English
institutes in Northern and Southern California.)
In addition to the above, I have attended several ESL staff meetings at LACC in connection with
different issues since I started teaching at LACC in the fall of 1995. Also, I have constantly reviewed
the latest ESL textbooks published by different publishing companies every semester, and chosen
the most suitable books for the courses I have been assigned. Needless to say, I go online every
now and then to do research on the most recent developments in the field of TESL and update
myself on teaching different skills and incorporating related activities in the area of ESL.
RANC PAUL, Part-Time
Attended two LAUSD teacher conferences. Attendance at various Belmont Community Adult School
Meetings.
REICHLE ROBERT, Part-Time
ROBINSON NEARY KIMBERLY, Part- PRESENTATIONS
Time
“ ‘I think I’m a Writer, but…’: OWLing High School Girls’
Rhetorical Agency” Paper Presented at the Conference on College Composition and
Communication in San Francisco, California, March, 2005.
PUBLICATIONS
“Lessons from the OWL: Online Writing Labs in the Composition Classroom.” Chapter in Teaching
Languages and Literatures Online.
Editor: Ian Lancashire. (forthcoming)
“Community Voices.” Computes and Writing: The Cyborg Era. Ed.
James A. Inman. Mahwah, NJ: Lawrence Erlbaum Associates, 2004. 82-83.
Review of Michael H. Parsons and C. David Lisman (Eds.), Promoting Community Renewal Through
Civic Literacy and Service Learning. The Writing Instructor, 17:2 (1997).
PROFESSIONAL ORGANIZATIONS
National Council of Teachers of English (NCTE) Modern Language Association (MLA)
ROBINSON TAMMY, Full-Time
Attended Kalideoscope Leadership, 11/07 Conference, BSSA Initiative, Hosted, AAHC GALA, 20062008, President, BFSA for LACCD, Sponsored events for faculty
ROSE PRESTON, Part-Time
Alternate, AFT Execultive Board, 2008-2009
Moderator for Faculty Association of California Community College Part Time Conference at Irvine
Community College, Irvine, CA,
Oct. 25, 2008.
Part Time Faculty Issues Committee, 2006-2007
Vice President, Faculty Association of Pasadena City College, 2006 to present.
ROWE KATHLEEN, Part-Time
Attended Associated Writing Programs Conference in New York (Jan 2008); attended CSU
Graduate Student Conference - Significations at CSU Los Angeles (April 2007); meets regularly with
WAC (Writing Across the Curriculm) Colloquiam at Glendale Community College (Spring 2008);
Rowe, K.M. "Inscription for Tamarindo" Beloit Poetry Journal, Winter 2006-7.
RYAN JOSEPH, Full-Time
RYAN SUSAN, Part-Time
Regularly attends regional and statewide CATESOL conferences; presented "Interactions / Mosaics
Series - What's New in the New Edition?" at Los Angeles Regional Conference (Oct. 2007).
SABHA FAYRUZ, Part-Time
Regularly participate in departmental final exam.
SALDANA TRISTAN, Part-Time
SALERNO MARK, Part-Time
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SAPERSTON LISA, Part-Time
* Participated and earned a certificate after completing the @ONe college 'Introduction to Online
Teaching' onsite (LACC) course (Jan. 16-18, 2008);
* Participated and earned a certificate after completing the online ETUDES platform certification
course (Feb./March, 2008);
* Participated and earned a certificate after completing the 'Introduction to Podcasting' course onsite
(Monterey, CA) (June
10-12, 2008);
* Participated at the SLO workshop held during the '07-'08 academic year.
* Enrolled and completed Spanish II language course during the '07-'08 academic year.
SCHWARTZ BRUCE, Part-Time
2007-2008: Attended series of weekly conferences on "What Makes For Good Writing" at
Marymount College in Rancho Palos Verdes.
SIDER JERRY, Part-Time
Participates regularly in departmental final exam; participated in SLOs Curriculum Development
meeting (Dec. 2006).
SILVER REGINA, Part-Time
Flex Day Presentations
- Scoring and testing for LACC English Department Final Exam
- Attended Bedford/Martin Presentations
- Attended English Department Meetings
SMITH CHARLES, Part-Time
SMITH LARRY, Part-Time
Participated in holistic grading at Biola University (Sept. 2007); participated in common assessment
at WUHSD Pioneer High School (Aug. 2007); participated in literacy activity at Biola University
(Sept. 2006). Fall 2008: 1. Sierra Vista Educational Center (adult school, alternative programs,
etc...where I currently teach)
A. Aligning curriculum to match expectations of colleges: 2 hours, 10/18
B. Designing teacher webpages: 3 hours, 11/6
2. Biola University
A. Argumentation techniques: 10/3 - 1 and 1/2 hours
B. Making research efficient: 10/17 - 1 and 1/2 hours
SMITH ROBERT, Part-Time
Attended meeting of certificated staff mentors sponsored by California Department of Education in
Dec. 2007 at CSLA; participated in departmental workshop on standards in June 2007; participated
in departmental final exam (2006, 2007).
SOTIRIOU PETER, Full-Time
Conference Attendance: CCCS - Spring 2005, Spring 2008; ECCTYC - Fall 2007
Conference Presentations: ECCTYC Fall 2007, "Revision and the Basic Writer"
Off-Campus Presentations: Bedford Seminar on Basic Writing, Fall 2008, "6-Unit Basic Writing
Course"
Publications: "Steps to Reading Proficiency" 5th Ed.; "Integrating College Study Skills", 6th Ed.
Member of Task Force - NCTE - TXCA - Assessment, Fall 2007 - present.
SOTO CARMEN, Part-Time
Attended LACCD Conference in Student Support; regularly participates in departmental final exam;
traveled to Europe (summers 2006, 2007).
SPECTOR ANDREA, Part-Time
Presented at CATESOL 2007 State
Conference in San Diego (April); received fellowship for development of a hybrid pronunciation
course at Santa Monica College (March 2007) and presented fellowship findings (Aug 2007);
regularly participates in departmental exam.
STAFFORD RITA, Part-Time
LACC/AFT PT Faculty Workshop (3/1/08), sponsored by AFT. DAC: Disaster Awareness Training
Class (2/10/09), sponsored by LAFD. Attendance at various English/ESL Department Meetings.
Participation in English/ESL Holistic Grading for Department Final Exam. Attends various museum
exhibits and other cultural events. Reading and research of academic journals and current events at
university libraries (USC, UCLA) and on-line, including: TESOL Quarterly; Applied Linguistics,
Oxford University Press; Journal of 2nd Language Writing, Elsevier Pub.; IRAL, deGruyter Pub.;
Second Language Research, Routledge; Int'l Journal of Ed. Tech and Applied Linguistics
(SYSTEM), Elsevier Pub. and others. Continuing research that began with my Ph.D research on
Language Education and Economic Development in SE Asia (Cambodia, Laos, Thailand). Currently
working on developing an inter-departmental course based on teaching ESL (intermediate) through
Filmmaking, which I would like to present to the Cinema School and English/ESL Department at
LACC. Preparing research of ESL writing done by students in my upcoming ESL 2A class. I'm
planning to keep track of how my students progress from ESL 2A to ESL 6A using a writing model. I
would like to coordinate this research with their future ESL teachers at LACC (Spring 2009).
STARKE DIANNE, Part-Time
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STEVENSON TARRA, Part-Time
Publications:
“Amateur Photography (Or Work in Progress) (Or Love Story) (Or Untitled)” published in The Julie
Mango, 2nd ed., 2006.
“August 3” published in L.A. Miscellany: Journal of Creative Writing and Art, vol. 53. Los Angeles:
2004;
Awards and Distinctions:
Golden Key Honour Society, member since 2002;
Professional Membership:
College English Association,
National Council of Teachers of English;
Department Service:
Los Angeles City College English Department, Creative Writing Contest (fiction) Judge 2006-2008.
Reader, LACC English Assessment Test 2006-2008;
Conference Presentation (peer-review and jury selection):
“Amateur Photography (Or Work in Progress) (Or Love Story) (Or Untitled),” at (En)Gendering the
Text, Creating Meaning: Literary Creativity, Textual Eugenics, Southern Connecticut State
University, 2005.
“The Truth About University Hall: Purgatory” at Synthink 7.0 -- Form Follows Fiction: A Festival of
Fakes, at Loyola Marymount University. April, 2004;
Linda in "Play It Again, Sam" with the Hollywood Fight Club Theater -- 6 week run March-May 2008.
Wrote a screenplay (Untitled Lifetime Movie Spoof) -- under agent consideration.
Attended several poetry readings via red hen press.
Went to the ballet in October.
Member of Moca.
STOLZ PHILIPP, Part-Time
Attended TESOL 2006 National Conference in Tampa, F.L. (April); attended CCCC Conference in
Chicago (March 2006); attended Illinois State TESOL Conferences (2006, 2007). 5/19/08, 7/16/08:
Meeting with McGraw-Hill for materials development. Additional office hours for students throughout
Fall 2008 semester.
TAMAYO FLAVIA, Full-Time
2005-2006 - California State University at Long Beach - Graduate Student - MFA in Poetry
2006-2007 - California State University at Long Beach - Graduate Student - MFA in Poetry
2007-2008 - Poetry publicatons in the following journals:
Nerve Cowboy published by Liquid Paper Press;
Hunger and Thirst (anthology) published by San Diego City Works Press;
The Los Angeles Review published by Red Hen Press
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TCHEN BERNADETTE, Full-Time
I have been serving on the following campus wide committees for at least the past three years:
Shared Governance Committee
Educational Planning Committee
Satellite Campuses Subcommittee
Budget Committee (I chaired this committee during 2007-2008 and had to eventually resign for lack
of time)
I am also an elected member of the American Federation of Teachers Executive Board. We meet
once a month at the Guild that is located off-campus in the city of Burbank.
On weekends, I also volunteer as a counselor in a Free Clinic in the vicinity of Los Angeles City
College.
WALKER LORA, Part-Time
Participated in LACC Faculty Back to School events (2006, 2007); participated in departmental final
exam (2007).
WARE ADRA, Part-Time
WARNER DAVID, Part-Time
June 29, 2006: CSULA Planning Meeting (Schedule and class planning); August 4, 2006: CSULA
Instructors' Development Day (Student Motivation; current ESL practices); September 28, 2006:
CSULA Planning Meeting (Schedule and class planning); November 3, 2006: CSULA Instructors'
Development Day (Workshop on TOEFL iBT); January 5, 2007: CSULA Planning Meeting (Schedule
and class planning); February 9, 2007: CSULA Instructors' Development Day (Teaching Writing to
ESL Students); March 27, 2007: CSULA Planning Meeting (Schedule and Class Planning); May 4,
2007: CSULA Instructors' Development Day (Best ESL Practices from TESOL and CATESOL);
August 3, 2007: CSULA Instructors' Development Day (TOEFL Listening and Speaking; A Syllabus
for Adv. Listening & Pronunciation Course); November 2, 2008: CSULA Instructors' Development
Day ("What is Unique About ESL Teaching" TESOL Int'l Web Seminar; February 8, 2008: CSULA
Instructors' Development Day (Teaching ESL Grammar: Beyond the Books); May 2, 2008: CSULA
Instructors' Development Day (Seeking Consistency: Leveling Structure Students; Revising Oral
Testing Rubric); August 1, 2008: CSULA Instructors' Development Day (Internet Resources for
Language Teaching); October 31, 2008: CSULA Instructors' Development Day (Classroom-based
Assessment; TESOL Int'l Web Seminar)
WILLIAMS BETTIE, Part-Time
Participated in the departmental final exam (2006, 2007).
WUSNACK TERRY, Part-Time
Currently on leave.
YERMAN PAULA, Part-Time
University High School Professional Development Training Sessions: Criteria for Thesis Statements
(9/16/08), Expository Collaborative Lesson Planning (9/23/08), Training for Instructional Guides Persuasive Essays (10/3/08), Rubric Consensus, Development and Collaboration (10/7/08), Training
for Instructional Guides - Expository Essays (10/14/08), High Point Data Review (10/21/08)
YOON YONG, Part-Time
YOUNG SINGLETON ALICE, PartTime
1. Participated as a research assistant for the California Benchmarking Project with faculty at the
USC Rossier School of Education
2. Completed a 9-month academic internship sponsored by the American Evaluation Association
and Duquesne University
3. Completed course-work at USC focused on educational psychology, issues in learning and
human motivation, learning and information processing, challenges in higher education
administration, and issues in higher education and diversity.
ZIMBLER JOANNE, Part-Time
VII.Support and Activities
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a. Instructional Support Services
Item
Yes / No
Is there adequate secretarial/Instructional Assistant support for this program?
No
Are the necessary media services to support this program readily available?
No
Are the library references provided by the college sufficient to support up-to-date program
instruction?
Yes
Are library resources integrated into the program curriculum and coursework?
Yes
Are adequate services provided in compliance with program needs for meeting health and safety
guidelines?
Yes
Are the custodial services to this program in compliance with program needs for meeting health
and safety guidelines?
Yes
If "no" was answered to any of the above, please explain.
The department has one secretary and three student workers who assist the Chair and faculty. At present, this
coverage is sufficient; however, due to campus construction, our ESL courses will be taught at 3020 Wilshire,
effective fall 2008- we will be pulled to our limits. At that point, our department will need additional
secretarial/instructional support at that location to meet program needs. We are expanding our role in helping our
lower level ESL students, but with that it will be necessary to have more support to help students and faculty with
their basic needs.
b. Student Services, Academic Support, and Marketing
Describe the availability and adequacy of academic counseling and advising for students enrolled in the
program. Who performs these services?
Currently, we have a writing center where students are advised about their papers and how to achieve at the
collegial level. We do advise students also about their future either here at LACC or elsewhere. It is important for
students to meet with faculty about their future goals. We also provide help with challenge exams or general
petitions when there is a discrepancy in their educational records. Student are advised by our senior faculty.
When it is appropriate to provide them adequate information needed to decide on which college they will attend
after LACC or which classes to take while they are attending. Students are also advised daily when they do not
properly pass the assessment test. They may feel they did not do as well or have the adequate background
experience to not skip a course. They are given the appropriate examiniation and a faculty committee addresses
the concerns of the student. The student is also advised as to the nature of the outcome.
Academic Support Services
Identify the academic support services which are used most often by the students and faculty of this program.
Service
Frequently
Sometimes
Specialized testing (OSS)
X
Tutorial services: writing center
X
Tutorial services: Pi Shoppe
X
Tutorial services: Learning Skills
X
Accommodations for disabilities
X
Use of All-College Computer Lab
X
Use of specialized departmental lab
X
Consultation for teaching/learning problems
X
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Marketing
What impact do you feel the college catalog, class schedule and college web site have on marketing your
program? Describe your program's plan for working with the institutional marketing personnel in developing new
promotional materials to enhance the marketing of your program.
Marketing can not be downplayed. Marketing of course offerings and students who have done well are key
components to college and departmental efficacy. The college catalog should not only house the current course
offerings, but also future goals of the department. When marketing to the current population, they need to see
our departments as constantly innovative. We can no longer afford to appear stagnant. It is vital that information
is correct as it can be. Since that is impossible, we should note to students, that they can check the college
website or the departmental website for the most current information.
c. Programs, clubs, organizations, and special activities for students
List the clubs which are designed specifically for students in this program. Describe their significant
accomplishments.
Poetry Club, with a faculty advisor
Weekend and Evening creative writing classes that have led to publication (see below)
Writing Contest, with seasonal readings featuring contestants and winners in Best Fiction, Best Short Story, Best
Essay, and Best ESL
Guest Author Series, including LA mystery writer, Denise Hamilton, poet and Yale editor J.D. McClatchey, LA
Times columnist Robert Sheer, LA mystery writer and LA Times journalist, Miles Corwin, LA novelist Jervey
Tervalon, Mcarthy-era writer Norma Barzman, poet David Starkey author of "In a Fine Frenzy: Poets Respond to
Shakespeare, Alaskan wilderness poet Dan Coffey, and faculty members who've published: Lisa Hernandez,
award winning Latina novelist, "Migrations and other Stories, Yolanda Barnes, "When It Burned to the Ground,"
David Case, poetry editor of online "King Log," and author or "Living Blue in the Red Zone, Sebastian Bennet,
editor of Southern Anthology, and our venerable Sam Eisenstein, author and poet in residence (for over 30
years), editor of Citadel and department muse.
List any awards, honors, scholarships or other notable accomplishments of students in the program.
Sundance winner for script writing (contact Lori Isbell),
Memoir class that has led to two publications of memoir Korean student (contact Joe Ryan),
Cocho, novel by Paulino Fuentes (soon to be made into a movie)
VIII. Resources: Personnel, Equipment and Facilities
a. Classified Staff, Student Workers, and Faculty
Classified Staff
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Staff Name
Job Title
Projected for Retirement
Alfredo Heredia
IALA
no
Dimitrius Sotitious
IALA
no
Jason Sofianos
Secretary
no
Student Name
Type
End of Employment
Amniata Diawara
Student Worker
6/30/2008
Anthony Wacera
Student Worker II
6/30/2008
Eric Carson
Student Tutor
6/30/2008
Janine Julian
Student Tutor
6/30/2008
Leah Ignacio
Student Tutor
6/30/2008
Stepan Stefanayn
Student Worker
5/30/2008
Student Workers
Faculty
Projected faculty retirements
Jim Charness
Nita Moots-Kincaid
Are available faculty and clerical staff adequate to support the program?
No. Our department is in desparate need of more full time faculty who are willing to partake in the amount of
work necessary to expand the department's role.
b. Equipment inventory, including technology and software
Does your department maintain an equipment inventory?
Yes
Discuss the department equipment needs. Include both equipment/technology upgrades and expansion.
We have recently upgraded the computers in our computer lab in JH 303. We now have 36 HP PC computers in
the the lab, along with an instructor laptop equipped with Insight software which allows the instructor to monitor
the students' activites while on the computer.
Our new lab at 3020 Wilshire Blvd. is equipped with 55 computers (36 iMacs, 19 HP PCs), all loaded with
educational ESL software to support and supplement our ESL students' educational needs. At the Wilshire site
we have 4 mobile lecturns which will eventually be equipped with a laptop and multimedia projector to allow
instuctors to incorporate multimedia presentations into their classroom lectures. We will also have 4 mobile
lecturns available for instructors on the main campus very soon.
We are currently in the process of replacing all the computers for our full time and part time faculty and staff with
new HP PCs. We hope this will be completed by the end of the Fall semester.
c. Facilities
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Are available general use facilities, such as classrooms, laboratories, and faculty office/work space adequate
to support the program? Please explain.
The closure of Franklin Hall has made scheduling our classes a most challenging task. This Fall saw our
enrollment increase, but due to the lack of classroom space we lost many students who we otherwise would
have held on to if we had the space for them.
Another issue with classroom space involves our satellite site at 3020 Wilshire Blvd. Our classrooms at the site
are too small to accomodate the regularly large enrollment in our ESL classes. We are currently working with
other departments also at Wilshire to switch to larger rooms that would be more suitable for the sizes of our
classes.
IX.Planning and Budgeting
(Past / New Planning Goals & Activities are in separate report.)
a. Budget and Expenditures
Describe the trends in budget and expenditures in your department.
Our department continues to thrive despite budget limitations. We do so because we have many people who
are able to overcome the many obstacles we face with aging equipment and a lack of printers. As we face
the new population of students, it is more and more necessary to be in touch with the increasing need for
technology for our instructors and students. With that in mind, our budget is not always in line with the needs
we are faced with.
c. New Departmental Planning Assumptions
In the space below, please list the planning assumptions that will guide your department during the next 6
year period. Include assumptions for at least the following areas:
• Expected demand
• Anticipated curricular trends
• Anticipated pedagogical trends
• Anticipated technological trends
• Anticipated trends in student preparation and/or demographics
• Relevant Advisory Group recommendations
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The demand for our classes continues to grow. As of the 2008-2009 calendar year, we began to offer 6
hours of instruction for our English 21 students. They have the option of taking just 3 hours or they can take
the English 21 concurrently with English 47. The concurrent enrollment of English 21/47 has actually thrived
and demand is greater for it than the traditional courses. Our department is moving towards more time with
college writing and reading at the lower levels of entry to increase both persistence and retention rates.
We provide several meetings and workshops to the professors who teach these classes as a means of being
pedagogically sound. So, both the curricular and pedagogical trend here has lend us to introduce a new
course for the coming 2009-2010 school year. We will offer English 97 and additional laboratory assistance
with English 108 for upper level English courses.
The English/ESL Department continues to reach to new highs to attract more students with better pedagogy
as well as technology. We know that student require the latest technology, but they need sound instruction.
As a department we meet and workshop about what the needs of our students are. What books are folks
using? What techniques are working? Various pedagogical strategies are used to address the changing
needs of our student population.
Many of our faculty attend conferences regarding both English and ESL issues. We are continually making
recommendations regarding study skills and instructional matters.
d. Self-Assessment of Challenges Facing Department
Please present the Department’s analysis of the challenges it will face over the next 6 years in light of the
measures of program effectiveness, progress toward past goals, and new planning assumptions.
The most difficult challenge we face is the bureaucracy of the college. It becomes very difficult to make
curriculum changes. Although we understand the various channels that must be followed, at the same timewhen research has been done and all steps have been followed. This as well as any department should be
applauded for making changes and perhaps starting a new trends. So, campus support is our biggest
challenge. Once that is in place, we will have no problem following whatever protocols are in place.
X. Final Summary by Discipline
a. Based on your program review, summarize:
1. Department Strengths - What is your program doing well?
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The department has updated all courses with the exception of a few that we are determining whether they will be
archived or not. Additionally, a few new courses have been added to address the retention and persistence
issues of our English 21 student population. After careful study and research, our deparment updated the
courses by refocusing the time spent in the classes and the content. We now provide an avenue for students to
have the same professor for both the reading section and the writing sections. Students will be required to attend
the classes for six hours for six units.
The intermediate level courses all have a lab attached to the courses along with the writing level. We have
anecdotally noticed that students are retained at higher levels and are more confident about their English
courses.
We have also added more online course offerings. We have begun to update and revisit all of our online courses
that have been taught so that they will be aligned with the new "Best Practices for LA City College Online
Courses." We will continue to train new faculty into the online experience and will be providing our first English
28 and Enlish 67(lab) courses in the Fall 2008 semester. We are working and moving toward having an ONLINE
Associate of Arts Degree by the spring 2009 semester. With our current movement, we should be inline to do
that.
Our program also received approximately $287,000 in Basic Skills Funding. With that funding we are addressing
the needs of our lower level ESL courses and our other Basic Skills courses. Levels 1-3 will be moving to a new
location where they will have a Language Laboratory dedicated to their needs. Other areas will be able to utilize
it, but the primary focus will be to add our ESL population. We were also able to upgrade our Writing Center and
our Computer Classroom operations. For years, the Computer Classroom was not conducive to a positive
learning experience. We are now in a position to address those needs. Additionally, we had a full time and a part
time faculty member write a grant to receive funding from the basic skills funding. They will respectively be
writing a grant to establish more paired classes and to improve some software for students.
The department is well engaged in the activities of the campus and interdepartmenatlly meets on a regular basis.
Communication among the members of the department is at an all time high point. Our Writing Center currently
has two full time IALA positions. They are doing an excellent job at maintaining a level of excellence and
accountability for the students, faculty and the college at the campus. There are various committees in the
department. We have a Curriculum, Testing, Vice-Chairs Focus Group, Scholarship and Writing Contest, Book,
Social and Environment, Writing Center Committees and we create sub-groups as needed for issues that do
arise.
The Departmental Final is an effective and inclusive assessment of student writing. We will continue to use the
departmental final as a major tool to provide a parallel study of student success. The lower level courses in both
English and ESL will have more uniform exit outcomes as our department moves towards meeting the Student
Success Outcomes.
The English/ESL Department prides itself on being an excellent and inclusive department. We are working hard
to meet the needs of our student population and other departments who all look to us to improve the foundational
skills of those who enter into classes that require writing, analytic thinking and critical thinking skills.
2. Department Weaknesses – What areas can your program improve?
Our department has suffered many losses due to retirement and death and our faculty have not been replaced
as they should have been. This withstanding, we continue to maintain excellent program standards. Our full time
faculty is filled with experts in the field. This is clearly demonstrated as students succeed. They do so far beyond
life here at the campus.
However, we can all only do so much in our environment. Students require more and our surrounding
environment requires more. We need more full time faculty to handle the greater tasks ahead of us. We are
maintaining, but it is becoming more and more difficult without faculty replacements. We also continue to have a
wide disparity with the number of full-time/part-time ratio numbers. They are way out of compliance.
3.Discuss anything else you would like to share about your program that has not been addressed
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This past year we have faced many changes. We have elected a new chair with four vice-chairs. The department
is highly unified and working towards some very powerful goals. We have received BSSA funding and this will
allow offer greater opportunities for our students.
We have faced the challenges of being somewhat new to many of the college bureauracies; however, we have
maintained a policy of being excellent when we address our campus constituiencies. We will continue to work
very hard to have continuity within and from without in our department. We understand with the enormity of it all,
we have to maintain a level of transparency to get the job done.
b. Seven Principles for Good Practice in Undergraduate Education:
• Good Practice Encourages Student – Faculty Contact
• Good Practice Encourages Cooperation Among Students
• Good Practice Encourages Active Learning
• Good Practice Gives Prompt Feedback
• Good Practice Emphasizes Time on Task
• Good Practice Communicates High Expectations
• Good Practice Respects Diverse Talents and Ways of Learning
Additional information about the seven principles for good practice can be found at the following web sites:
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princip.htm
http://www.tltgroup.org/seven/home.htm
Please identify and discuss one principle that you feel your program does well and one principle that you feel
your program could improve upon as a good practice in serving your students.
The first principle.
In a discipline dedicated to help students at all levels to develop the skills of the truly educated - to read
perceptively, to write and speak clearly, and to think analytically, student-faculty contact is essential.
The departmental holistic final is a long-standing ritual that has been one of our best practices, a meaningful
faculty and student exchange that communicates high expectations, generates high levels of writing. and furthers
faculty development. A strict protocol refined over the years has ensured smooth administration of a test that
cracks down on cheating, informs students of each level's expectations, and most importantly, provides faculty
an opportunity to share their own practices and expectations during the norming that is required for accurate
holistic scoring.
This is a meaningful exercise which promotes course consistency, self-reflection, and a shared purpose. The
exam itself is the link - it's the contact between colleagues and students preparing for and later assessing the
writing that brings our minds and methods together.
On a daily basis, our Writing Center encourages student-faculty contact (both faculty and students work as
tutors) through individualized tutoring.
A principle that needs improvement: Prompt feedback. Evaluation of faculty revealed too many instances of
students getting papers returned late, feedback that was not helpful, and insufficient time devoted to individual
needs. The mentoring program has been successful, but limited. Basic skills students need feedback that they
can use; perhaps the rethinking of how we teach basic skills that results from the self-assessment tool will result
in feedback that encourages active learning.
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Evaluate each aspect of the program by indicating the appropriate status
ENGLISH AS A SECOND LANGUAGE
Very Strong
Enrollment
X
FTES
X
FTES / FTEF
X
Retention Rate
X
Satisfactory
Success Rate
Needs
Improvement
N/A
X
Degrees and Certificates
X
FTEF
X
Course Offerings
X
Course Outline Consistency
X
Vocational Program
X
Student Learning Outcomes
X
Departmental Engagement
X
Professional Development
X
Support & Activities
X
Equipment
X
Physical Facilities
X
Budget & Expenditure
X
Objectives
X
Resources
X
Office of Institutional Effectiveness
Major
Concern
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Evaluate each aspect of the program by indicating the appropriate status
ENGLISH
Very Strong
Enrollment
X
FTES
X
Satisfactory
FTES / FTEF
X
Retention Rate
X
Success Rate
X
Degrees and Certificates
X
FTEF
X
Course Offerings
X
Course Outline Consistency
X
Needs
Improvement
Vocational Program
X
Departmental Engagement
X
Professional Development
X
Support & Activities
X
Equipment
X
Physical Facilities
X
Budget & Expenditure
X
X
Resources
Office of Institutional Effectiveness
N/A
X
Student Learning Outcomes
Objectives
Major
Concern
X
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Evaluate each aspect of the program by indicating the appropriate status
LINGUISTICS
Very Strong
Enrollment
X
FTES
X
Satisfactory
FTES / FTEF
X
Retention Rate
X
Success Rate
X
Degrees and Certificates
X
FTEF
X
Course Offerings
X
Course Outline Consistency
Major
Concern
N/A
X
Vocational Program
X
Student Learning Outcomes
X
Departmental Engagement
X
Professional Development
X
Support & Activities
X
Equipment
X
Physical Facilities
X
Budget & Expenditure
X
Objectives
X
Resources
X
Office of Institutional Effectiveness
Needs
Improvement
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