ESL Program Review 2009

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ESL Program Review 2009 Powered By Docstoc
					       Program Review
English as a Second Language
     Humanities Division
      Fullerton College
           Fall 2009




                               1
Statement of Preparation:
       This program review was prepared by those listed in an open and collaborative
       process. All full-time faculty in the program have had an opportunity to review
       the report, and the report was made available to the division as a whole prior to
       being submitted to the Division Dean and area Vice President.


Participants:
Joyce Cain
Lindsay Donigan
Elizabeth Gaitatjis
Arthur Hui
Kathi Johnson
Sharon Portman
Ellen Rosen




______________________________________                       _________________
     Signature of Department Coordinator                            Date


___________________________________________                  _________________
        Signature of Dean of Humanities                             Date




                                                                                           2
    I.      Program Background

A. PROGRAM DESCRIPTION AND HISTORY
Briefly describe the purpose and scope of the program. Your description should mention the evolution of
the program over time and emphasize the most recent changes and/or additions.

    The English as a Second Language (ESL) Department at Fullerton College
provides learners of English with a challenging academic program that helps them to
learn English, succeed in college courses, and experience life in the United States.
The department provides credit and non-credit instruction at all skill levels. Students in
the program come from a wide variety of regions, including Latin America, Asia,
Eastern Europe, North Africa, and the Middle East.
    As of the academic year 2009-2010, the ESL Department has seven levels of core
reading and writing courses. Each course has five units. Successful completion of the
highest level qualifies students to enroll in English 100—College Writing. The
Department offers fourteen elective support courses in grammar, listening and
speaking, pronunciation, and vocabulary with beginning, intermediate, and advanced
levels. Two courses, Academic Preparation for American English Students and
Occupational English, have not been offered for several years.
    The ESL program began as part of the English Department in the mid-1980s with
two high-level writing courses. Due to the demand of linguistic specialization and state
compliance policies for ESL standards, the American English program, now known as
the ESL Department, became an autonomous department within the Humanities
Division. Besides expanded course offerings, proficiency testing has been developed
at each level.
    The ESL department works in collaboration with the Academic Support Center to
provide additional learning opportunities for ESL students. The ESL Department
actively participates in the planning and implementation of Academic Support Center
programs, including the Writing Center, the Skills Center and the Tutoring Center. The
Skills Center is a required lab that ESL students must attend and is currently in the
process of meeting state compliance for TBA hours. The Tutoring Center has added
many new ESL workshops supported by the California Basic Skills Initiative. Through
the Basic Skills Initiative, the department has also been able to fund a new workstation
in one of the classrooms as well as hire ESL specialist tutors in the Tutoring Center.
    Finally, a recent centralization of faculty offices has helped facilitate communication
between faculty members. Currently 5 of the 7 faculty members are in the same office
suite, and it has been beneficial in helping faculty members meet and discuss
department issues in an efficient manner.

B. PROGRAM GOALS
List below the program student learning outcomes. (Three to four program SLOs are optimal
for assessment.)

1. Improve communication skills in English
2. Identify and use available resources and tools to enhance English language
acquisition and academic success
3. Demonstrate behaviors of a successful student in an American College
4. Recognize and practice behavior and language appropriate in American culture

                                                                                                      3
C. REPORT ON THE STATUS OF PREVIOUS PROGRAM REVIEW PLANS.
Highlight significant accomplishments since the previous review and any activities still outstanding.

        Curriculum

            -   Increased the number of short term course offerings
            -   Added three vocabulary courses
            -   Increased core courses to 5 units
            -   Allowed students to audit all support courses
            -   Investigated repeatability of core courses
            -   Implemented letter grades from ESL 83-186
            -   Implemented common guidelines for final exams in core courses
            -   Initiated co-teaching of English 280, Language Arts Tutoring Practicum
            -   Contributed to the revision of English 280
            -   Offered courses with on-line components

        Matriculation

            -   Re-weighted placement test scores for more accurate placement
            -   Continued validation of placement tests

        Student Services

            -   Hired CSUF TESOL graduate students to assist at the Tutoring Center
                and Skills Center
            -   Improved tutoring services for ESL students in the Writing Center

        Outreach

            -   Publicized ESL program offerings on campus and in the community
            -   Participated in campus activities such as Festival of Diversity and High
                School Senior Night to increase outreach. Attracted more SCE ESL
                students and helped with transitioning to Fullerton College ESL
                Department and to college environment

        Other

            -   Collaborated with SCE, Cypress and TESOL program at Cal State
                Fullerton and Biola University.
            -   Collaborated with Fullerton College International Student Center
            -   Hired 3 full time instructors
            -   Encouraged faculty to include on-line resources to supplement traditional
                teaching methods
            -   Held ESL retreat for full-time and adjunct faculty
            -   Modernized classrooms with computer workstations and LCD projectors




                                                                                                        4
II.        Data and Analysis

       A. SUMMARY OF DATA
       Verbally interpret what the data suggest regarding your program, i.e. ―What do the data show‖?
       Write a summary statement for each of the five Key Performance Indicators represented in the
       data sheet from institutional research.

           1. Course Information - The number of sections offered has decreased in
              the time period of 2004-2005 to 2008-2009 from 81 to 70 sections.
           2. Student Information - After experiencing a decline in student
              enrollments from 2005 – 2007, our department has seen a rise in
              students from 2007-2009.
           3. Program Resources – Since 2004, the department has seen a decrease
              in FTES from 21.3 to 19.5.
           4. Program Efficiency - Average section size and fill rate declined from
              2005 – 2007 but has been slowly rising since then. In 2008-2009, the fill
              rate was 85%, the highest rate during the last 5 years.
           5. Program Outcomes - Course retention and success rates have steadily
              risen since the 2004-2005 school year. Course retention in 2004-2005
              was 85%. In 2008-2009, it had risen to 88%. Course success rate in
              2004-2005 was 68%. For the school year of 2008-2009, the success rate
              was 74%.

       B. IDENTIFICATION OF TRENDS
       Briefly identify factors influencing the program. These could include, but are not necessarily
       limited to, college goals and initiatives (e.g. Basic Skills Intitiative), new research in the
       discipline, changes in pedagogy, demographics, employment demands and expectations.

              Decrease in students in lower levels of the program
              Increase in international student population
              Increase in Generation 1.5 student population
              Suspension of dual-listed classes with SCE due to budget cuts
              State emphasis on Basic Skills at the community college level
              Increased use of technology by both students and instructors
              Increased student usage and access to online resources and information
               leading to a rise in plagiarism
              Compliance with state mandatory policies of TBA hours


III.       Plans for Future Activities

           A. IMMEDIATE SHORT-TERM PLANS (one to two years)
               Identify concrete activities the program needs to engage in to modify the program in the
               short term. These may be indicated by a bulleted list of planned activities.

                       Evaluate ESL 80 offerings
                       Participate in BSI workshops and committees
                       Improve quality of student participation in Skills Center
                       Implement TBA hours/participate as supervisors in Skills Center

                                                                                                          5
               Encourage ESL students and faculty to use MyGateway effectively
                for classes
               Increase involvement with International Students Center
               Complete ESL outreach brochure
               Continued assessment of course SLOs
               Develop adjunct mentoring program

B. LONG-TERM PLANS (three to five years)
Drawing from your analysis of the data and trends in the program, identify concrete activities the
program needs to engage in to modify the program in the long term. These may be indicated by
a bulleted list of planned activities or projects.

           Offer courses during intersession
           Investigate 1 unit theme-based specialty courses
           Continue dialogue with English Dept about Generation 1.5 students
           Collaborate with SCE and Counseling
           Develop ESL publication in print or online
           Investigate utilizing writing sample for placement exam
           Investigate possibility of using a designated classroom with
            computers for all students or additional computer labs
           Ensure correct placement of ESL students who are misplaced in
            English writing courses
           Continue centralization of ESL faculty offices

        Request for Resources

               Units for theme-based specialty courses
               Funds/staff time to pay for studying, developing, validating, and
                scoring a placement test involving a writing sample
               Staff development funds
               Funds for designated classroom with computers
               More classified staff support in the division and department offices.
               Conference room for division/department meetings
               Office space for adjunct faculty




                                                                                                 6
                     Appendix



A. Data Sheets (from Institutional Research office)
      1. Division Report
      2. Program Report(s)
B. Courses Offered in Program (from College Catalogue)
D. Program Faculty (from Division Directory




                                                         7
                                                                  Fullerton College
                                                Retention Rates and Success Rates by Division by Year

                                                 2003-04               2004-05               2005-06               2006-07               2007-08
                 Division                   Retention   Success   Retention   Success   Retention   Success   Retention   Success   Retention   Success
                                              Rate       Rate       Rate       Rate       Rate       Rate       Rate       Rate       Rate       Rate
Business and Computer Information Systems      78.7%      61.0%      77.1%      59.8%      75.8%      58.2%      77.4%      60.6%      77.0%      59.2%
Counseling                                     87.0%      73.9%      88.3%      71.0%      87.4%      70.3%      85.2%      68.8%      86.5%      68.8%
Fine Arts                                      85.1%      70.3%      82.6%      69.4%      84.0%      69.3%      83.9%      70.1%      83.7%      69.9%
Humanities                                     79.5%      65.6%      77.7%      64.5%      77.8%      63.3%      76.8%      63.1%      77.5%      63.9%
Library Technology                             79.2%      54.2%      60.0%      48.0%      86.7%      80.0%      50.0%      41.7%
Mathematics and Computer Science               77.0%      59.4%      75.2%      57.4%      74.1%      56.2%      73.9%      55.3%      74.1%     54.8%
Natural Science                                79.3%      65.1%      76.1%      63.1%      77.7%      61.8%      74.6%      59.7%      76.0%     61.3%
Physical Education                             84.0%      74.2%      83.5%      74.9%      83.6%      73.9%      83.2%      72.8%      83.1%     73.5%
Social Science                                 80.4%      60.4%      79.5%      60.9%      80.6%      59.9%      80.7%      58.9%      79.7%     58.5%
Student Services                               92.5%      82.5%      91.5%      84.6%      92.1%      77.1%      95.5%      82.5%      86.5%     78.2%
Technology and Engineering                     80.3%      70.5%      80.8%      70.7%      80.7%      69.7%      81.7%      68.1%      80.4%     68.2%
Total                                          80.7%      65.2%      79.3%      64.6%      79.6%      63.6%      79.3%      63.1%      79.2%     63.1%




  Appendix A1 Data Sheet Division

                                                                                                                                                          8
                ESL                    2004-2005                          2005-2006                          2006-2007                            2007-2008                            2008-2009
Key Performance Indicator      Su     Fa        Sp        An     Su      Fa        Sp        An     Su      Fa        Sp        An       Su      Fa        Sp        An       Su      Fa        Sp            An
Course Information
 Sections Offered                6        39     36        81      7      38        36        81      5      35        35        75        7      35        31        73        7      33        30            70
   Day                           5        23     21        49      5      24        22        51      5      21        23        49        5      21        18        44        4      19        19            42
   Evening/Weekend               1        16     15        32      2      15        14        31             14        12        26        2      14        13        29        3      14        11            28
   Online                                                                                                                                  0          0         0         0     0          0         0             0
   Short Term                    6         5         4     15      7          6         5     18      5          6         6     17        7      10            8     25        7          8         6         21
 Courses Offered                 6        17     18        19      7      16        18        19      5      17        17        18        7      18        16        18        7      16        16            17
   Day                           5        15     15        18      5      15        15        17      5      14        16        16        5      15        13        16        4      14        13            16
   Evening/Weekend               1        13     12        17      2      12        12        15             11        12        12        2      13        12        17        3      12        10            16
   Online                                                                                                                                                                       0          0         0             0
   Short Term                    6         5         4     12      7          5         5     14      5          6         5         6     5          6         5         6     7          7         6         13
Student Information
 Majors
 New Majors
 Enrollments                   135    866       813      1,814   144     819       751      1,714   113     721       714      1,548     138     711       714      1,563     142     752       710          1,604
 FTES                           17    112       115       244     17     106        93       216     18      95        91       204       17      89        90       196       16      97        93           205
 WSCH                          516   3,353     3,451     7,320   524    3,190     2,779     6,493   532    2,839     2,743     6,115     509    2,681     2,688     5,877     470    2,905     2,789         6,163
Program Resources
 FTE Faculty                   1.7    10.0       9.6      21.3    1.9    10.2       9.3      21.4    1.5     9.6       9.3      20.5      1.9     9.3       8.5      19.7      1.8     9.2       8.5          19.5
 Personnel
 Supplies
Program Efficiency
 Ave Section Size             22.5    22.2      22.6      22.4   20.6    21.6      20.9      21.2   22.6    20.6      20.4      20.6     19.7    20.3      23.0      21.4     20.3    22.8      23.7          22.9
 Fill Rate (Census)           79%     79%       83%       81%    78%     80%       77%       78%    81%     76%       76%       76%      73%     76%       86%       80%      75%     84%       88%           85%
 WSCH per FTEF                 298    335       359       343    272     314       300       304    347     296       294       299      272     287       317       299      261     316       329           317
 Cost per WSCH
 Cost Per Major
Program Outcomes
 Course Retention             95%     86%       83%       85%    93%     85%       84%       85%    91%     86%       81%       84%      88%     85%       87%       86%      92%     88%       86%           88%
 Course Success               77%     68%       66%       68%    76%     68%       66%       68%    71%     70%       65%       68%      70%     66%       74%       70%      70%     75%       74%           74%
 New Major Persistence




     Appendix A2 Data Sheet ESL Program
                                                                                                                                                                                                         9
                                   Office: Bldg 500, Room 522-O
                                            714.992.7036
                                       Dean: Dan Willoughby
                                 Website: www.humanities.fullcoll.edu

ESL 025 F Basic English Grammar (3)
Pass/No Pass only
Three hours lecture per week. This course is designed to increase students’ knowledge and usage of
verb tenses, sentence structure, and other basic grammatical topics. It will develop grammatical
accuracy in listening, speaking, reading and writing.

ESL 029 F Idiomatic Expressions for Students of ESL (2)
Pass/No Pass only
Two lecture hours per week. This course provides instruction in common American English idioms,
phrasal verbs, slang and taboo terminology, proverbs, and other fixed expressions. Additional topics
include context clues, dictionary use, relaxed speech, and cultural aspects of idiomatic expressions. The
course is designed for high beginning to intermediate students of English as a second language (ESL).

ESL 035 F Intermediate English Grammar (3)
Pass/No Pass only
Three hours lecture per week. This course is designed to increase students’ knowledge and usage of
complex verb tenses and sentence structure. It will also develop grammatical competency in reading
and writing.

ESL 036 F Basic Listening and Speaking (4)
Pass/No Pass only
Four hours lecture per week. This course is designed to improve beginning students’ ability to speak and
understand English in simple everyday and academic situations. It will provide practice in basic oral
communication functions as well as beginning academic listening and speaking skills.

ESL 038 F Fundamentals of American English Pronunciation (2)
Pass/No Pass only
Two hours lecture per week. This course is designed to develop basic pronunciation, to establish better
oral control of language, and to build confidence in simple oral expression.

ESL 039 F Vocabulary Expansion Techniques for Students of ESL (3)
Pass/No Pass only
Two lecture hours per week. This course will provide instruction in vocabulary expansion principles and
techniques for high beginning to intermediate students of English as a second language (ESL). Topics
include context clues, word parts, mnemonic devices, word relationships, and dictionary use. Also
emphasized are grammatical, collocational, and pragmatic restrictions on vocabulary.

ESL 045 F Advanced English Grammar (3)
Pass/No Pass only
Three hours lecture per week. This course is designed to increase students’ knowledge and usage of
advanced English grammar, to improve grammatical accuracy in writing and to develop strong editing
skills.




Appendix B Courses Offered                                                                            10
ESL 046 F Intermediate Conversation (2)
Pass/No Pass only
Two hours lecture per week. This course is designed to improve students’ ability to comprehend and
communicate in English on a variety of everyday topics. Students will develop and practice techniques
for greater composure and confidence in oral expression.

ESL 047 F Academic Preparation for American English Students (2, 2)
Pass/No Pass only
Advisory: ESL skills evaluation
Two hours lecture per week. The course is designed to orient second language students to college life.
The course includes information about academic vocabulary, academic textbooks, and college instructor
expectations; instruction in exam taking and study skills; and explanation of cultural differences in
relation to the college setting. Course may be taken twice for credit.

ESL 048 F Intermediate American English Pronunciation (2)
Pass/No Pass only
Two hours lecture per week. This course is designed to develop intermediate pronunciation skills, to
structure more style in oral language, and to build confidence in basic oral expression.

ESL 049 F Academic Vocabulary for Advanced Students of ESL (3)
Pass/No Pass only
Three lecture hours per week. This course provides instruction in academic vocabulary for advanced
students of English as a second language (ESL). Emphasis is on the acquisition and consolidation of an
expanded university-level vocabulary. Also presented is academic vocabulary learning principles and
techniques including context clues, reference works, word parts, derivational forms, as well as
grammatical and collocational restrictions on lexical items.

ESL 050 F Occupational English (2)
Pass/No Pass only
Corequisite: Occupational programs as designated in the Schedule of Classes
Two hours lecture and one hour lab per week. This is an intensive course in English as a second
language for students in vocational programs. The course emphasizes the development of basic
listening, speaking, reading, and writing skills for successful completion of required classes in vocational
certificate programs. The class will focus on aspects of employability and workplace culture.

ESL 056 F Advanced Conversation: Academic Topics (2)
Pass/No Pass only
Two hours lecture per week. This course is designed to improve advanced students’ comprehension
and oral communication in English on a broad range of academic subjects.

ESL 058 F Advanced American English Pronunciation: Foreign Accent Reduction (2)
Pass/No Pass only
Two hours lecture per week. This course is designed to refine pronunciation, to reduce foreign accent,
and to build confidence in complex oral expression.

ESL 080 F Fundamental Listening, Speaking, Reading and Writing for Students of American
English (5)
Pass/No Pass only
Prerequisite: ESL skills evaluation
Five hours lecture and one hour arranged lab per week. Designed for high-beginning students of
English, this course provides practice in all four language skills — listening, speaking, reading, writing —
with emphasis on listening comprehension, oral communication, basic reading skills, and basic grammar
and writing skills.




                                                                                                         11
  Appendix B Courses Offered
ESL 081 F Low Intermediate English for Non-Native Speakers of English (5)
Pass/No Pass only
Prerequisite: ESL skills evaluation or ESL 080 F with a grade of “Pass”
Five hours lecture and one hour arranged lab per week. This is a low intermediate integrated skills
course designed to improve the reading, grammar, writing, listening comprehension, and speaking skills
of nonnative speakers with a basic command of English.

ESL 082 F Intermediate English for Non-Native Speakers of English (5)
Pass/No Pass only
Prerequisite: ESL skills evaluation or ESL 081 F with a grade of “Pass”
Five hours lecture and one hour arranged lab per week. Designed for intermediate students of English,
this course provides practice in all four language skills — listening, speaking, reading, and writing —
with special emphasis on reading and writing to develop critical thinking, reading comprehension, and
writing skills at the paragraph level.

ESL 083 F High Intermediate Reading and Writing for Students of American English (5)
Letter Grade or Pass/No Pass option
Prerequisite: ESL skills evaluation or ESL 082 F with a grade of “Pass”
Five hours lecture and one hour arranged lab per week. This course is for high-intermediate students of
English. It provides instruction in critical reading and expository paragraph development. Application of
grammar concepts, sentence variety, and vocabulary development are emphasized. The course offers
continuing practice in listening and speaking skills.

ESL 184 F Low Advanced English for Non-Native Speakers of English (5)
Letter Grade or Pass/No Pass option
Prerequisite: ESL skills evaluation or ESL 083 F with a grade of “C” or better
Five hours lecture plus one hour arranged lab per week. This course is an advanced course designed to
improve the reading, writing and grammar skills of non-native speakers with an advanced command of
English.
(CSU) (UC Credit Limitation) (Degree Credit)

ESL 185 F Advanced Reading and Writing for Students of American English (5)
Letter Grade or Pass/No Pass option
Prerequisite: ESL skills evaluation or ESL 184 F with a grade of “C” or better
Five hours lecture plus one hour arranged lab per week. Designed for advanced students of English, this
course primarily emphasizes critical reading and expository essay writing; the course promotes
continued practice in listening comprehension and oral communication.
(CSU) (UC Credit Limitation) (Degree Credit)

ESL 186 F Composition for Students of American English (5)
Letter Grade or Pass/No Pass option
Prerequisite: ESL skills evaluation or ESL 185 F with a grade of “C” or better
Five hours lecture per week. Designed to prepare advanced students for college level writing, this
course provides a review of English fundamentals and practice in reading, critical thinking, expository
essay writing, and basic research skills. The course also offers continued practice in special problems
common to second language learners and promotes continued practice in listening comprehension and
oral communication.
(CSU) (UC Credit Limitation) (Degree Credit)




Appendix B Courses Offered
                                                                                                       12
                         ESL FACULTY

                     Full time

                     Cain, Joyce
                     Donigan, Lindsay
                     Gaitatjis, Elizabeth
                     Hui, Arthur
                     Johnson, Kathi
                     Portman, Sharon
                     Rosen, Ellen

                     ADJUNCT

                     Boddula, Shashi
                     Josifek, Jami
                     Lynch, Charlotte
                     Matuszewski, Joanna
                     Oleksyn, Urszula
                     Poblet-Moreno, Ines
                     Wickman, Monica




Appendix C Faculty

                                            13

				
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