Serving
Underserved
Adult Learners
Dr. Carmen L. Lamboy
Prof. Luis Zayas
Dr. Luis Burgos
4th National Conference for Accelerated Programs
Chicago. Illinois
November, 2005
Objectives
• Discuss seven essential steps in
the development and
implementation of a successful
program to serve underserved
adults
Objectives
• Present the development of the
Accelerated Dual Language model as
a case study– to illustrate the development of
such a program
– to demonstrate the possibility of
serving the fastest growing
underserved segment: Latinos
Objectives
• Provoke internal and external
discussion of the need to develop
programs to adequately serve
the underserved
Who we are
Sistema Universitario Ana G. Méndez (SUAGM)
School for Professional Studies
Accelerated Learning Program
Dual Language Accelerated Learning
FIRST: DEFINE WHY YOU
WANT TO DO IT!
• Establishes parameters for
development
• Becomes a benchmark to
assess how far you can go and
how far you have traveled
Reasons to serve
the underserved
• Financial: additional enrollments
and income for the institution
– Powerful incentive that opens
doors and gains allies
– Usually puts a cap on how far
you can go
Reasons to serve
the underserved
• Image and public relations
– Powerful initial motivator
– Usually provides for short-term
attention and limited scope
Reasons to serve
the underserved
• Mission
–Provides ample room for
comprehensive
development and
expansion
–Establishes connection to
institutional and external
reality
SUAGM: A combination of reasons
provides the greater motivation
• SUAGM vision is to achieve
projection beyond Puerto Rico
• Opening a center in a Latino
community in the US that is mostly
Puerto Rican was financially possible
and sustainable
• Providing access to underserved
populations has been the driving
force behind SUAGM’s foundation
and development
What do I do if this combination
does not exist at my institution?
•CREATE IT!
– Fast growth of underserved population
segments creates powerful financial and
public relations incentives for action
– Future growth of institutions depends on
ability to attract and serve population
segments that are growing
– If not in the mission…negotiate space
for your own mission
SECOND: DEFINE WHO
YOU WANT TO SERVE
• Important to research the
numbers, growth, composition
and characteristics of the
targeted population
• Gives clear focus to your efforts
• Diverse population have diverse
needs
– Resist the temptation to be all
things to all
SUAGM: The definition of
our target population
• 58% increase in the Latino population
in the United States (1990-2000)
– Largest and fastest growing
minority group: over 40 million in
2004
– Latino population has increased
over 6% in 42 states; over 21% in
26 states
– 20% of the US population will be
Latino by 2020
• 40% of Latinos are first generation
US Bureau of the Census, 2000; Passel, 2004
SUAGM: The definition of
our target population
• Educated bilingual
professionals have more and
better employment
opportunities
– Florida study indicates that
they make an average of
$7,000 more annually
Creating Florida's Multilingual, Global Workforce, 2000
UF, UM & FLDOE
SUAGM: The definition of
our target population
• Latinos represent 15%
of the US population–Only 10% of university
students
US Bureau of the Census, 2000
SUAGM: The definition of
our target population
• Latinos have lower success rates
in the educational system:
– 3 times the HS dropout rate of Anglos
– 35% go on to college vs. 46%
– 18% receive a bachelors vs. 37%
• Differences with first generation
Latinos is significantly greater
US Bureau of the Census, 2000; Pew Hispanic Center, 2005; Fry, 2002
SUAGM: The definition of
our target population
• Latino adults have significantly lower
university level attainment.
70
60.3
60
46.4
50
40
28.1
30
Latinos
Non- Latino
20
10.6
10
0
High School, Bachelors or
Some College
Higher
US Bureau of the Census, 2000
SUAGM: The definition of
our target population
• Latino mastery of the English
language affects access to higher
education
– 18% of US population speak a language
other than English at home
• 60% of them speak Spanish
– 85% of Latinos speak Spanish at home
– 14 million Latinos report that they do not
speak English “very well” (49%)
US Bureau of the Census, 2000
SUAGM: The definition of
our target population
• Financing higher education
becomes an access issue for
Latino adults
– Lower income forces adults to work
full time
– Those who study must do so part
time
• 51% of Latinos are part time university
students compared to 45% of nonLatinos*
*Institute for Higher Education Policy, 2005
SUAGM: The definition of
our target population
• Conclusion
– Latinos represent the fastest
growing and more underserved
population segment in the US
– In order to increase access of
Latino adults to higher education
we need alternative programs that
will allow for:
• Enhancing English skills
• Flexible scheduling to combine work,
study and personal responsibilities
THIRD: LEARN ABOUT AND
FROM YOUR TARGET
POPULATION
• Research projects and best and
failed practices
• Listen and consider their needs
and expectations
Research
• Search for information, visit or
contact other institutions and
projects serving your population
• Search the literature for research
on current practices
• Prepare targeted feasibility,
market and other studies
Learn about needs and
expectations
• Meet with community,
government and private sector
representatives and groups
• Conduct focus groups of
potential students
SUAGM: Search for best
and failed practices
Bilingual education
Bilingual Alternatives
Bilingualism
1st Model
2nd Model
Additive
Bilingualism
Subtractive
Bilingualism
Dual Language
Immersion
Transitional
Why Dual Language and
not Transitional?
• Dual language characteristics
complements Adult Learning
Principles
– curriculum is content based
– effective language learning is tied to
real-life goals
– includes experiential or hands-on
activities
– spirit of collaboration and peer
interaction
SUAGM: Search for best
and failed practices
• Accelerated education:
successful experience as
alternative to meet the
need for flexibility and
convenience
SUAGM: Targeted research
• Conducted feasibility study to
determine overall demographic
trends in the area, market need,
workforce demands, and
geographic distribution of target
population
• Conducted market share and
enrollment projection study
SUAGM: Learning from
those we want to serve
• Conducted focus groups of target
population
– Considered differences within the
population in determining group
composition: national origin,
language usage, place of
residence/work
SUAGM: Learning from
those we want to serve
• Meetings with:
– Community leaders
– City, county, state and economic
development government officials
– Human resource area or other
corporate representatives
SUAGM: What we learned
from those we wanted to serve
• Students from our target group
were most concerned about
issues traditional students are
concerned: accreditation, faculty,
financial aid
• Learning English is high priority
but they recognize the need for a
facilitating environment where
they can use their language
• Location is essential
FOURTH: UNDERSTAND WHAT HAS
PREVENTED THE INSTITUTION
FROM SERVING THIS GROUP
• Critically analyze why they
are currently not being
served
• Define what needs to
change
Reasons for being
underserved
• The politically incorrect but widely
held reason…
– “They can’t cut it.”
– “They are not well prepared.”
• The more likely but hard to accept
reason…
– The institution does not offer the
programs and services they need
– The institution is not well-prepared to
attract, retain and serve the needs of the
group
The need for change
• Most involved in developing
programs for adults have
lived this need
– Similar process must occur for
each group you want to serve
well
The need for change
• Institutions need to examine how
current programs, services,
attitudes and image impacts their
ability to serve new populations
• If it is not reasonable to expect
the institution to change– Create an institutional space where
change is allowed and possible
SUAGM: What we
changed…
• Neither our programs in Spanish nor
our programs in English served the
needs of our target population
• The way things are done and work
well in Puerto Rico are not
necessarily the same in central
Florida
– Always ask: Do we need to adapt?
What?
• The priorities of the community we
serve are different
SUAGM: What we
changed…
• We had to learn to understand,
respect and serve diversity– within our Latino community: national
origin, language usage
– within racially and ethnically diverse
community
• Our centers needed greater academic
and administrative autonomy to
identify and respond to these
changes: Branch Campus
FIFTH: DESIGN A PROGRAM THAT
MEETS THE NEED AND OPENS THE
DOORS TO THE UNDERSERVED
• Key Components
• SUAGM’s model
Key components of the
design
• Academic program and support
services that meet the needs of
the target population
• A business plan that realistically
& strategically estimates program
income and costs as well as
benefits to the rest of the
academic community
Our Model
Dual Language Discipline
Based Immersion Program
Our Mission - Our Model
Use of both languages and both
cultures for professional proficiency.
Fluency
•Social
•Personal
Professional
Proficiency
L1
L2
Definition
• A Dual Language
Professional is
one who
demonstrates
professional
competencies,
confidently, in
their field of study
in Spanish and
English.
Confidently
Professional
Competencies
SKILLS
Conceptual
Language
Communication
Interpersonal
MA ESOL – Generate
Ideas
Conceptual Skills
A DLP will generate
ideas in order to
solve problems
effectively
#1 Generate ideas
After analyzing two
classroom situations- one in
English and one in
Spanish- the students will
develop strategies and action
plans in the corresponding language
Five Basic Elements
I. Development of both
languages through coursework
•
Undergraduate requirements of 12 credits both
languages
•
Four-level language development sequence:
– Immersion (Non-credit): little or no language skills
– Developmental (Credit, not required): language
skills not at college level
– First year (Credit, required): first year college
requirement
– Second year (Credit, required): reading and
writing skills needed by the dual language
professional
II. Placement testing - Computerized
testing for immediate grading and
data collection
English:
Accuplacer (College Board): selection of
items targeted to model’s language
curriculum
II. Spanish: SUAGM Placement test for native
speakers
S-CAPE for Spanish as a Second Language
Speakers
III. Use of both languages in
all content courses
• Strictly follow 50/50 formula
• Modules
– Specify language to be used in each
workshop, assignments and
evaluations
– General information in both
languages
– Workshops in the language that will
be used in that workshop
III. Use of both languages in
all content courses
• Faculty MUST use Monolingual
Delivery
• “Sheltered environment” for students
– May ask questions in language of
choice but will get answers in
workshop language
– Assignments and evaluations MUST
be in the language specified
IV. Computerized language
lab for skill development
• Open lab for language and basic
skills development
• Faculty may arrange to bring their
classes
• Exercises developed in-house
complemented by other software
V. Bilingual faculty and staff
• Staff speaks, reads and writes both
languages
• All faculty is bilingual, including those
teaching language courses
• Faculty and staff model a dual language
professional and provide “sheltered
environment”
• Continuous Professional Development
SIXTH: IMPLEMENT YOUR DESIGN
WITH COMMITMENT, HARD WORK
AND OPEN MINDS AND EARS
• The start-up of a new and
different program always entails
going the extra mile
• Commitment becomes the real
motivator
• Essential to include
mechanisms for assessment
and feedback from the
beginning
The Orlando Experience
Activities, Accomplishments and
Lessons Learned
Metro Orlando
University Center (MOUC)
• Accelerated Dual Language
studies for adults
– Associate Degrees (2)
– Bachelor Degrees (12)
– Masters Degrees(5)
• Enrollment growth
– 152 - Academic year 2003
– 641 – Academic year 2005
Student Profile
• Female (78%)
• Age: 25-29 yrs. (26%)
40 >
(23%)
Average: 33 yrs. old
• Family Size: 2-3 members (52%)
• Single (57%)
• Family Income: $25,000> (68%)
Average: $47,629
Metro Orlando
University Center (MOUC)
• Faculty
– 121 Certified bilingual facilitators
– 80 certified as Module Preparation
Specialists
– Professional Development 20032005:
• 52 sessions
• 1167 attendees
• 301 bilingual modules
Assessment Components
•
•
•
•
Student Representative Meetings
End of Course Evaluations
External Peer Reviews
Language Placement Testing and Posttesting
• Student Achievement of Program
Objectives (Midpoint and Capstone Courses)
• Continuous Assessment of Program
Activities (Evaluation of Staff and Faculty
Development)
• Evaluation of Student Portfolios
End-Of Course Evaluations
• Student Satisfaction Survey
• Completed every 5 weeks
• Scale:
–A
–B
–C
–D
–F
Totally Agree
Agree
Partially Agree
Disagree
Totally Disagree
• Reported in percentages
Instructional Resources
70
61
60 55
50
MODULES
RESOURCES
40
25 26
30
20
12
10
8
43
42
D
F
0
A
B
C
Faculty and Classroom
100
90
80
70
60
50
40
30
20
10
0
87
95 94
Class
Management
Group
Interactions
Student
Evaluation
9
A
3
B
3
2 1
1
C
1 0
0
112
D
F
Facilities
11
9
5
84
A
B
C
D
F
Self-Evaluation
Language Confidence
1 11
7
90
A
B
C
D
F
32 Graduates – June 2005
SEVENTH: DO NOT REINVENT
THE WHEEL OR GO AT IT
ALONE: PARTNER!
• With other institutions and
community
• Pool resources and experiences
• Learn from others who have been
successful
What is AGMUS Ventures?
WHO ARE WE?
WHAT DO WE DO?
What is AGMUS
Ventures?
• Joint venture of Ana G. Méndez University
System (Puerto Rico) and Regis
University (Colorado)
• AGMUS Ventures created to develop
educational services and products with
four key characteristics:
– Accelerated
– Bilingual
– Adult focused
– Targeted to Latino markets: Latino-US and Latin
America
Services and products
• Develop new sites for implementation of dual
language education model
• Provide administrative services for institutions
wanting to develop this model at their sites
• Offer licensing and consulting agreements for
model implementation: feasibility studies,
marketing, staff and faculty development,
others
• Develop materials needed for implementation
of the model
Contact Info
Carmen Lamboy, lamboy@suagm.edu
Luis Zayas, ue_lzayas@suagm.edu
Luis Burgos, lburgos@suagm.edu