ABE English Articulation Working Group
March 9 and 10, 2006
Vancouver Community College
Chairperson: Stephanie Jewell, VCC
Recorder: Marilyn MacDonald, UCFV
Present: Lorene Roberston (Yukon College), Lesley Watts (North Island
College), Elaine Walker (Northwest Community College), Carol Harder
(Okanagan College), Mardi Joyce (Douglas College), Richard Allin (Selkirk
College), Jan Harkness (College of the Rockies), Sherry Schoenberger
(Kwantlen), David Szuscsko (Northern Lights College), Barbara Knowx
(Vancouver Community College), Jane Barley (Thonpson Rivers University),
Judy Rose (Capilano College), Larry Perras (Vancouver Community College),
MaryAnn Sturdy (College of New Caledonia), Dawn McLean (Malaspina
University College), Laurie Gould (Fundamental Articulation liaison, VCC),
Janet Weiten (Fundamental Articulation liaison, VCC), Eldon Nast (Nicola
Valley Institute of Technology), John Harris (Thompson Rivers University-
Open Learning), Stephanie Jewell (Vancouver Community College), Marilyn
MacDonald (University College of the Fraser Valley).
Opening: Call to order at 9 a.m.
Approval of Agenda: Jan Harkness/ David Szucsko
Approval of the Minutes, 2005:
Discussed process for circulating minutes. Minutes need to be circulated to all
members following the meeting and then they are taken to Steering Committee by
the chair. They do not become official until a year later when they come back to the
English Articulation Committee for approval. The members felt it was important that
they all see the minutes following the meeting.
Changes were made to the item on Premier’s Advisory Panel to better reflect the
intention of the motion on consultation issues. Changes were also made on reference
to provincial level essential English (from advanced).
Motion to approval as amended: Elaine Walker/John Harris Carried
Recommendation and Action: (Lesley Watts) Once the minutes are approved,
they should be archived online with BCCAT. Lesley Watts will make that request
when the minutes are sent to BCCAT this year.
Call for courses to be articulated:
English 056- Essential English-Northwest Community College
English 030- Thompson Rivers University/OLA- discussion and information only
ABE Steering Committee Update: Stephanie Jewell and Lesley Watts
Steering committee discussed at length concerns about online courses meeting
articulated outcomes. This led to a motion stating that courses undergoing substantial
changes need to be resubmitted for articulation and if they are not meeting the
outcomes, they need to be redesigned. The Steering Committee asked Deans and
Directors take active role in ensuring the “online only” courses meet articulated
In response to the changes in articulated outcomes completed by the ABE English
Articulation Group last year, the Steering Committee was impressed with the work.
There was some concern that since there were such substantial changes, some
course may need to be re-articulated.
Stephanie asked the group how they would like to approach this concern from
In discussion, the group noted that much of the work was to make the language
consistent and to define which outcomes were core and which ones were
recommended, as it became evident that in come cases, some outcomes were
impossible to provide. For instance, computer literacy was impossible at small
campuses where computer access was limited or non-existent.
Marilyn (UCFV) and Lesley( NIC) noted that both had just undergone a revision of
their English courses using the new outcomes and there were no major changes
Action: (All) Each articulation rep is responsible to go back and look at their
courses to ensure they are meeting the new outcomes and report back to this
committee next year. Any courses needing changes should be presented for
articulation next year.
Fundamental Steering Committee (FABE): Laurie Gould
Laurie reported that at this year’s meeting at UCFV there was discussion about
moving meetings around to different institutions. It was decided that every second
year meeting would be held in the Lower Mainland and the alternate year, they could
move to different institutions throughout the province. Next year’s meeting will be at
Motions from Fundamental Articulation.
1. The Fundamental articulation committee recommends that wherever possible
online courses at fundamental level should be supported with face to face meetings.
This followed the non-acceptance by Steering Committee of the motion put forward
last year that no fundamental courses should be offered online without face to face
meetings. This could eliminate fundamental offerings completely for some people.
2. In light of concern that BCCAT does not include fundamental courses and
recognize that colleges offer upgrading provincially, the Fundamental Articulating
Committee recommended that the BCCAT template be revised to include all ABE
Laurie said the Fundamental Committee feels there needs to be more communication
between committees right through ABE and UT, but institutions need to be working
through the levels internally first. The English Articulation group has recognized this
need by having a liaison and annual report to the committee from the fundamental
level. This needs to continue through to the UT articulation groups.
Action: (Stephanie) Stephanie Jewell will contact Susan Briggs, chair of UT English
Committee to request that ABE English Articulation be able to send a liaison person
to their articulation meeting. We should also consider that a member of English
Articulation attend the Fundamental Articulation meetings as a support to Laurie
Gould who reports to us from FABE in an attempt to improve linkages.
Advocacy for Students (FABE continued): Laurie reported that she sent a
letter to Fundamental Adult Basic Education (FABE) about what she has done in
terms of advocacy for people who are not getting funded to upgrade their literacy
skills. She took issue to Literacy BC and to the Premier’s Panel through Linda
Mitchell, Executive Director of Literacy BC. The Literacy BC Board supported it and
directed chair Melanie Austin to send a letter to Premier Campbell. She did that, and
Premier Campbell responded and copied the letter to the Ministry of Advanced
Education senior management. Neither Laurie, nor chairs of FABE or this committee
has received a response from the Premier’s Panel. The Premier’s Advisory Panel
report will be tabled this month and Laurie stated that she is hoping there will be
some support for student being allowed to come back to school.
Anyone wishing a copy of the letters sent to the Premier’s Panel from Laurie, or
Melanie Austin or the Premier’s response can get it from Laurie.
Discussion from English Articulation Working Group:
Discussion followed Laurie’s report with many members stating that numbers are
down across the province in basic literacy programs and one of the main causes is
the fact their social workers are no longer referring students to ABE programs.
Instead, they are sent to short term job search programs which do not begin to
provide any literacy training.
Mardi Joyce (Douglas) stated that when their literacy coordinator was interviewed by
a Ministry of Advanced Education official and told that ABE was not getting referrals
from social workers, her response was that this should not be the case. Yet, we
continue to see instances of people sent to job search agencies even if they cannot
read the materials.
There seems to be inconsistencies throughout the province as to how people on
social assistance can access schooling. In some cases, they do get access and in
others, they do not have that choice.
Fundamental Steering Committee Report (FABE) Continued:
Laurie Gould explained that there is movement federally and provincially with people
beginning to understand the literacy issues. Services Canada brought together
Regional Literacy Coordinators aimed at allocating federal dollars for literacy
learners. It became clear that there is a large bureaucracy, filtering down to job
contractors where those wanting to access school have to go. Unless that person
knows they need literacy programs and where to get them, often the contractors don’t
send them there. Now they have an action plan for adult learning and literacy. There
is a move towards bringing all of these people who are responsible for services to
communicate what they can provide. Recommendation: (All) Laurie urged all
members of the colleges to connect with regional literacy coordinators and their
Services Canada workers to let them know what is available.
Issues and Trends (FABE)-
• Fundamental classes are changing from instructor led, single level courses,
to continual intake, flexible times, multi-level. There is a change in
demographics of ABE classrooms: increasing numbers of mutli-barriered
students, less achievement and slower progress because students are part
time, increased number of ESL students, and Generation 1.5 students
(students from another country who did schooling in Canada-speak well, but
reading and writing is low and do not have skills to enter UT courses.)These
students need a new approach, from the traditional ABE model.
• Registration numbers in most institutions going down; there is decreased
funding from bands for First Nations students; pressure from admin for
increased marketing and recruitment by instructors adds to the workload;
there is significantly more competition from private institutions
• While no one came to articulate courses at fundamental this year, many said
they were splitting courses to show students success, higher completion
rates and increase opportunities to access programming.
• A book on assessment in ABE in Canada is due to come out in the spring.
The author interviewed 400 people and found 26 different commercial
instruments being used, only three of which are produced specifically for
Canadian students and produced in last 10 years.
• There is lots of money for research right now. Leonne Bebee from UCFV is
doing a project on research in practice and Kate Nonsuch is doing research
in math. Practitioners are being encouraged to participate in research For
information, go to RiPAL (Research in Practice for Adult Literacy) or Literacy
BC web sites.
Stephanie Jewell reminded everyone that every college is funded for articulation. The
funds are kept within the vice-president’s budget. Therefore, there should be no
problem in every institution sending a representative to articulation meetings.
Lesley Watts-North Island College-
• Advanced and Provincial ABE comes within the English Department, so there
is communication between all the levels of English from fundamental to
• NIC continues to see a lot of high school grads with under C+ often placed at
intermediate and fundamental levels. This causes a lot of problems because
they feel their skills are higher.
• Campbell River campus has reinstituted the simultaneous delivery of advanced
and provincial courses. This complements the multi-level, flexible delivery
program already in place.
Eldon Nast- Nicola Valley Institute (Merritt)-
• First time attended this group in some time and it is his goal to articulate the
• Most students are First Nations.
• Students seem to be younger and younger. A lot of 19 and 20 year olds bring
lots of learning strategies from high schools. They have different styles of
learning which improves the teaching level.
Lorene Robertson- Yukon College (see full report attached)
• Teach mainly at a bridge and university level and my concern is what
happens to students when they leave our programs. I often see them at 100
level and they hit a wall. We have instituted the bridge program and it is
largely popular. She was interested in whether any institutions track the path
of students after they leave ABE.
• We also have a lot of international students and many First Nations
John Harris- Open Learning (TRU)
• It is business as usual for Open Learning although there are declining
numbers of students which could be due to a booming economy and many
people are back to work.
• The other concern is specific to institution-many don’t know that OLA still
exists. They still exist, but the two former institutions are finding it difficult to
figure out how they will become one (Kamloops and Burnaby)
Elaine Walker- Northwest Community College
• ABE is facing declining enrolments, younger students who need to improve
marks and many are unprepared who come from the high school.
• There is more of a demand for transition type programs which include a bit of
English, math, career, trades prep. These courses don’t provide credit but
they provide what students need for future goals.
Carol Harder- Okanagan College
• ABE is designing new programs- College 100 type course- Right Start to
College. It doesn’t provide credit, but it encompasses a lot of things students
need to be successful- (1 week course-time management, self responsibility
type issues). It was piloted at Penticton campus and will run at two other
campuses in September.
• The department is trying to work on a supplemental course as bridge into
university English. UBCO has lowered standards to 60% and therefore they
are finding students are really unprepared for English 100.
• Okanagan College had a smooth transition in its separation from UBC
Mardi Joyce- Douglas College:
• ABE started a pilot foundation program with Child, Family and Community
Studies. There are some concerns with articulation (6 upgrading and 6 child
family and community studies), but it works very well. We will do a similar
one in the fall with the business dept. We are starting to do upgrading in
combination with other department. There are some concerns about
narrowing the focus of upgrading too soon, but there is a lot of support
throughout the institution. Seems to work well as a first year experience.
• Douglas has experienced some enrolment decline. Math at the fundamental
has gone down. It may be connected to the fees or lower requirements at
• Essential Skills programs are being offered by other departments as part of
their own training programs, such as security guard. We are concerned about
that, as we see it as upgrading programs.
Richard Allin- Selkirk:
• The institution has been working on ensuring its courses are meeting
• Kootenay School of Art is now part of Selkirk College.
• There is some tension between ABE and UT English department as the UT
department is offering essentially provincial level courses as a bridge
program but the courses do not meet articulation guidelines. Last year that
did not pass this committee, but they continue to deliver it, under the same
number as our provincial ABE course. This can be a problem when it comes
to transfer and for student loan issues.
Jan Harkness-College of the Rockies:
• Essential English and English 89, college prep for ELT, have both run.
Essential English graduated two students. College Prep ELT will be piloted
next year for English first language students to help them move ahead.
• Technical and Professional English is offered through BC Campus Online.
There has been a sudden surge in enrolment. It started with 28 students this
semester. Administration of online courses and the marking is very heavy.
This needs to be an issue in workload for the time it takes to provide enough
feedback to students in ABE online courses. All marking has to be done
online, so the marking is not easily portable.
• It is still a battle to Technical and Professional English recognized as a pre-
requisite for English 100. It is not seen as being as rigorous as provincial
Level English. It needs to be put on the BCCAT grid.
• There is a push to try to develop more online courses for students at five
satellite campuses. Provincial Essential English will be one of these.
Jan also reported as her role as a representative to FIPSE that the Federation of
Post Secondary Educators has had two workshops on developmental education with
a focus on ABE courses. Some research is coming out of those workshops and data
on enrolments now being tracked. There is a lobby to draw attention to problems in
ABE and many feel some connections are being made because ministers and staff
are coming back to some committee meetings regarding ABE.
• Kwantlen is seeing a change in student population and decreased numbers
• Kwantlen also has a qualifying year studies program which has been
instituted with the development of non-articulated courses that feed into
ABE’s articulated provincial courses. There are a lot of high school students
who want to go to university but are unsure of what they want. The new
courses have - no content. The department is working on how to
accommodate high school students with low literacy skills who are different
from the mature students who used to come to the courses. There is a
difference in those who come with low literacy levels and no life skills. ABE
originally developed courses for adults with lots of life skills and low literacy
• Numbers are low in the traditional continuous intake courses.
David Szucsko-Northern Lights College:
• The numbers are down and instructors just met as group to address this.
They plan to work on marketing the Fort St. John campus as a major centre
for excellence in oil and gas
• The institution covers over 1000 km. area and offers a wide array of studies-
fundamental to provincial level in math, science and English with continuous
intake classes. There is concern about getting full FTE count for continuous
• Every course is being reviewed. The institution has developed a new
internal template so everything will be consistent.
Barbara Knox- VCC- (continual intake classes):
• Enrolment dropped significantly, especially in intermediate levels. There are
more doing upper levels-prep for UT and careers, LPI. Everyone is in a hurry
to get their pre-requisites, but the skill level is not there to do it quickly.
• Seeing an increase the Generation 1.5 students, so a bridge class was
started in September specifically for these students. It is an intensive written
language and reading course at the intermediate level-successful. The bridge
course also includes students with learning disabilities and mental health
• Aboriginal access for trades math program has a small English component-
Essential Skills for Trades.
Jane Barley- Thompson Rivers University:
• As the institution is now a university, the department has changed its title to
Larry Peters- VCC (structured classes):
• Students are frustrated by being put at their skill level as they all want to move
• VCC has good cohesion between ABE and UT English because there is one
department head for both.
• A Writer in Residence Program which has been operating for the last couple of
years has had a positive impact on the students. They see writing is “cool”,
although it does not affect outcomes academically.
Maryann Sturdy- College of New Caledonia:
• Seeing an increase in recent high school grads in the classes and this is
impacting on the teachers who needed to learn from high school teachers on
how to deal with these younger students. The students are a positive for the
• The department has introduced student success courses, using “Becoming
a Master Student” text.
• There is a new campus in Quesnel. It is a beautiful building but there is little
money for programs, so there are a lot of layoffs. By next year there will be
no full time instructors. The lack of continuity will be a problem.
• There is an aboriginal liaison person to help increase success with First
• Next year there will be a new trades building, so Technical and Professional
English will likely be offered.
Dawn McLean- Malaspina:
• Next year Malaspina will likely be a college, rather than a university college.
• A plan to offer Technical and Professional English has received support from
the career programs and it is hoped approvals will be received soon. There
is a concern in the department that it is not widely seen as having the rigor of
the university transfer course. We need to make sure partners at UT level
throughout the system know it has the same rigor.
• Last summer, UCFV instituted a summer semester, slightly shortened to run
from May to the end of July. This year, it will be a full semester, running until
mid-August. The summer semester increased our numbers significantly and
was especially good for our learning centres and fundamental courses as
students were not interrupted in their learning.
• Our university is working hard to become a regional university similar to
Thompson Rivers. CCP has been assured that it will continue to be an
important part of the institution, should it become a university. Our
department is contemplating a name change to better suit a move to a full
university. (College and Career Preparation…change the college)
• We continue to have a tutor program and this year 9 female inmates housed
at the newly opened Fraser Valley Institution (Federal women’s prison) in
Abbotsford were trained and are currently volunteering to help fellow inmates
upgrade their skills. We are offering tutoring on all campuses
• We plan to develop and offer an English 12 Essentials course over the next
year. We also hope to begin offering the Professional and Technical English
Business Arising From the Minutes:
FABE letter to Deans and Directors-Stephanie Jewell reported it was presented
and taken seriously by Deans and Directors. A sub-committee was formed and a
letter was composed and sent to presidents of all colleges and universities which was
forwarded to the provincial government. It was effective and timely because Literacy
BC was tabling a report on Premier’s Panel on Literacy, so literacy was a big part of
the meeting. A lot of issues related to literacy were coming to the fore at that time and
concern about dropping enrolments. It was certainly taken seriously and discussion is
Articulation template: Last year the English Articulation group asked that the course
articulation template chosen by this group be included in the articulation handbook.
This has not been done. It should be in a PDF format, so you can submit online and
can print off easily.
Action: (Lesley) Lesley Watts will continue to work towards that. A copy will be
attached to the minutes when they are sent to BCAT with the request that they be put
online in a number of formats, linked to the handbook.
It was also agreed that Northwest Community College’s Provincial Essential English
056 be added to the minutes as an example of how course content can be lined up to
show a match with the articulated outcomes.
Motion to support Technical English- Widespread concern from many
departments led the group to take action to ensure the rigour of the course is made
known to UT departments.
Motion: (Lesley) Lesley Watts, as incoming chair, will request the First Year
University English Committee recognize the rigor of the Technical and Professional
English as a high enough level for transference to first year English.
Jan Harkness/ Dawn McLean Carried unanimously
Camosun Rep to English Articulation: The past rep had a car accident last year
and has informed the committee that that he would not serve again this year, but no
rep has been name.
Action: (Stephanie) Stephanie Jewel will contact the head of the department at
Camosun asking that a rep to articulation be appointed.
As approved by members at the 2005 articulation committee meeting, the group
participated in small networking group sessions, rather than have a guest speaker
this year. The sessions included: bridging programs, workload/class size issues,
tracking students from ABE to UT, marking criteria, succession and continuity of
instruction, changing student demographics. The consensus of the group was that
the PD format is preferred to having a guest speaker and should continue.
Concerns arising from networking:
• Bridging programs- other areas moving into ABE territory- takes FTEs, How
do they figure into the GPA when they are non-credit and content in bridging
programs are unclear
• Some institutions charging for assessments-others aren’t- it can be a barrier
• Huge variability in hours of instruction and class size-not an issue for
articulation, but each individual institution as long as outcomes are being met
• Online delivery is causing big workloads and there is concern outcomes may
not be met, that face to face classes are being dropped in favour of online
and will be even more as retiring instructors are not replaced
• Tracking success of students leaving ABE could show value of ABE to the
• Concern that many experiences ABE instructors are coming up for
retirement-fear the expertise may not being passed on-need mentoring
• Changing from traditional ABE student of low skills/lots of life experience to
youth with low skills, little life experiences-sheltered
Articulation Best Practices (And Worst):
Richard Allin (Selkirk) presented circulated the results of a survey of heads of
articulation on the best and worst practices of articulation. The top best practices
included professional development/team building/ networking and roundtable
discussions of trends and issues. Worst practices included lack of focus and
initiatives and poor representation from universities.
Discussion on what members of this committee liked and did not like. Members
wanted to retain professional development, short roundtable of institutional updates.
Action: (Lesley) Lesley Watts will contact members by mid-January next year for
suggestions for PD session, so all members can come prepared to discuss those
John Harris will continue to update the contact list.
Suggestion: (All) Next year the online issue and its effects may be a topic for PD
Articulation of Courses:
Provincial Essential English 056- Northwest Community College:
The course is based on the course developed by College of the Rockies last year. It
suggests the same textbook and materials.
There was some concern that the detail provided does not leave much room for
instructor variability and for changing texts, but it was noted that instructors using
different texts or content material need to ensure the changes meet the same
Action: (Lesley) Change the template to add a note under textbooks and other
required materials that ”It is expected that materials used and textbooks chosen will
meet the rigor of the outcomes articulated
Co-requisites:.Computer skills is listed as a co-requisite, but only recommended.
Action: (Elaine) Delete the co-requisites.
Poetry: Concern that there was nothing reflecting that poetry had to be included in
Action: (Elaine) Under Reading research and Reference include the reading of
Motion: Support the articulation of Provincial Essential English 056 at Northwest
Community College with changes recommended (corequisites and poetry).
Eldon Nast/John Harris
Recommendation: (All who articulate a course) In future articulations, it was
recommended that the textbook for the course be available.
English 030- Open Learning Agency:
John Harris brought this course forward for information only, stating it is a revised
version, including six assignments-one on each component of grammar and writing
unit, a novel, a narrative, a movie instead of play, and a research paper. The
grammar portion was expanded with a new textbook, the writing process is further
addressed, Medicine River is the novel but the course goes beyond Canadian
Literature. Students should be able to take this and write the provincial exam. The
course has enhanced sections, using the internet and OLA library.
Concerns: It does not appear to meet the outcome of an oral presentation. Currently
it is done by speaking to an instructor, but members felt it needed to be more,
possibly a video, webcam presentation.
Recommendation: Courses which are substantially changed, or are found not to
meet the articulated outcomes 100% do need to come back to be rearticulated. It is
up to every representative to go back to their departments and make that
determination. If you add an outcome, eliminate an outcome, change an outcome,
then it is a substantial change.
Hybrid Courses: Mardi Joyce brought up the issue of hybrid courses which combine
ABE courses with content courses from partnering departments, asking how these
would be articulated. The reading and writing portion does meet outcomes and looks
like it could be articulated, but then it has six credits.
Action: (Mardi) There was general agreement that the course be brought forward
with parts of the course that are related to the intermediate English for articulation.
Business Arising from the Minutes:
Liaison: At the last meeting, it was moved that Stephanie Jewell be named as
systems liaison officer between ABE English Articulation Working Group and the
Working Committee of Deans and Directors. Stephanie reported that at Steering
Committee, she was informed that Maggie O’Sullivan is already acting in that role.
Institute of Indiginous Government All Nations Institute: Several changes were
suggested to the institution’s articulation of its Provincial English course by the
English Working group. Those changes were submitted to the chair before Steering
Committee met. They were brought forward and the course was approved by
Essential English Concerns: Barb Knox suggested that writing on demand should
be added to the Provincial Essential English. This would address concerns about
online course delivery and plagiarism. Other stated that this course was never
intended to include writing on demand. Elaine Walker suggested concerns about
plagiarism are institutional administrative issues and not an issue of learning
outcomes. Barb Knox also pointed out that an outcome related to recognizing and
avoiding plagiarism was not included in the Essential English. Elaine Walker stated
Essential English is a completely separate course. It does not require a research
paper and was never intended for academic rigour. No action taken
Election of Co-chair:
Dawn McLean by acclamation. She will serve as vice-chair for two years and then
assume the chair position in 2009.
BCCAT Update: Stephanie Jewell and Lesley Watts
Questions were sent out to all institutions relating to changing the system, including
privates, asking if it is working now and if not, how can the system be made better.
Should there be block transfer credits; should there be more transfer agreements;
who should be a receiving institution?
The big question was whether private institutions be allowed to be listed on grid when
they articulate courses. Some private institutions are on the grid now- Trinity
Western, Columbia Bible College, as example. BCCAT says they can be included in
the BC Transfer Guide when they have ministerial approval to offer a degree.
There is concern in the system with private institutions taking part in articulation
committees. Private institutions that are members of BCCAT must send members to
articulation committees. Articulation committees can decide whether to invite private
institutions and then determine whether they will be at the table as members or
guests. The key to acceptance of private institutions is a quality assessment.
Members of the committee discussed the pros and cons of private institutions being
included on the BCCAT grid took place. David Szucsko suggested a motion defining
ABE should be put forth in order to measure programs against:
ABE offers a broad range of opportunities for the adult learner. ABE makes basic
skills provisions for adult community members and delivers a clearly defined
curriculum throughout BC. The term ABE carries with it the unique connotation of
articulation and /or bridging, both within the field itself and in conjunction with other
educational and training sectors and public institutions. These opportunities are
learner-centered and are intended to lead to empowerment of our adult community.
ABE instructors are committed to high quality instruction, equal opportunities and
open and responsive practice.
Recommendation: (All) Members felt this could form the basis of the development
of a profile of ABE and educators. It was agreed that members would take the issue
to their institutions for discussion and bring it back to the table next year.
Mardi Joyce stated that Kwantlen is considering it as a college entry tool and she
asked if any other place was using it.
• Selkirk has used it for 8-10 years for any college level program, for advisor
purposes only. Those scoring below a certain percentile are recommended
for upgrading but it is not a pre-requisite, although some departments are
moving in that direction. It is not used in ABE because it does not separate
• Malaspina uses it for advisory purposes. ESL uses it.
• UCFV uses it for placement in ABE
• Kamloops-uses for placement in ABE
Lesley Watts requested information on other colleges’ use of the TOEFL as an
admissions tool for International Education students.
• VCC doesn’t use it for placement into ABE courses, but it is used at the UT
• College of the Rockies- used for UT entry, not ABE
GRADE COMPLAINTS AND APPEALS:
Committee members were asked how they handle grade complaints and appeals.
• Open learning re-marks on appeals with first marker’s comments on there
and Kamloops/TRU feels it should be without marker’s comments.
• Northwest Community College- done by a committee which includes
students. The student and instructor are allowed to make their own defense
before the committee
• VCC-Papers are typed clean and given to markers outside the department
but in the same field- usually students get lower mark
Richard Allin expressed the appreciation of the committee to Stephanie Jewell for her
capable chairing of the committee for the past three years.
The meeting adjourned at 2:10 p.m. Next meeting March 8-9, 2007 at VCC.
English Articulation Working Group
Yukon College Report/Update for 2005/2006
March 9th, 2006
Yukon College has a large main campus in Whitehorse, plus a network of
twelve satellite campuses in rural communities from Watson Lake in the south,
to Old Crow in the north.
Student enrolments in ABE and College Preparation remain stable.
Whitehorse campus: approximately 180 students per semester at the Advanced and
Provincial levels; approximately 40 students per semester at the Intermediate Level.
First Nations House of Learning, community based campus, offers
ABE/College Preparation to approximately 30 students.
Other government-funded programs include: HRDC – Working and Learning Youth
Program; Essential Skills (Basic Level) and Pre-Apprenticeship Preparation
Program, both funded by Yukon Territorial Government.
Enrolments in other parts of the College, such at University Transfer and Professional
Studies/Trades also remain stable.
Annual enrolment all campuses: 720 F/T; 4,700 P/T. (867 Full time equivalents)
Yukon College offers degree programs in First Nations Teacher Education and
Northern Human Service Worker. ABE and College Preparation play an important
role in preparing students for these programs.
Yukon College continues to draw students from northern B.C., N.W.T., Nunavut,
and Alaska, as well as international students from the circumpolar north.
Yukon College student fee structure continues to be one of the lowest among
similarly sized northern institutions: $50.00 per credit; $150.00 per course; $750.00
per semester (5 courses).
Yukon College continues to offer a number of innovative programming initiatives:
Summer Institute offers non-credit courses with a northern focus; the E.S.L.
Study/Adventure programs welcomes students form Japan, China and Taiwan.
Yukon College is part of the new University of the Arctic, a “virtual” circumpolar
university with credit course offered through distance learning. Yukon College also
sponsors exchange students in the circumpolar student exchange program.
Submitted by: Lorene Robertson
Report to English Working Group
March 9th and 10th, 2006
North Island College
Information in the following section is provided by Sylvia Aiello,
Intermediate English and assessment.
Numbers: Although ABE English numbers are down slightly College
wide, they are up slightly at the Comox Valley Campus, both in the
scheduled and open courses.
Trends: We are continuing to see recent high school grads with low
grades in English/Com 12 who need to upgrade to a C+ but when
assessed, are placed at the Intermediate (and sometimes even
fundamental) ABE level.
Another trend (this year in particular) is the number of mature students
(particularly women near or over 50) who are coming back to upgrade
in order to take a program such as HSW or LTC Aide. These women
typically have raised families and are now realizing that they want (or
financially need) a career. Many of these students whom I have
assessed have been placed at the intermediate English level.
We have a numbers of students who are sponsored through NIEFS
taking intermediate English courses in our flex course offerings. With
only the one year of upgrading available to them, often these students
need more time to work up to the levels of English and math that they
require for their programs.
Another barrier for our students is the lack of support for single moms
who lose their financial support once the children reach the age of 3 (I
think this is the age.)
Following information from Lesley Watts, Advanced and
Provincial English instructor:
The English department has identified the revitalization of the
Campbell River campus’ ABE English as one of its goals for the
upcoming year. To which end, simultaneous classroom-based delivery
of both advanced and provincial-level courses was reinstated.
The flexible delivery format in Campbell River was scrutinized recently
with a view to streamlining the admissions process, shortening
turnaround time for marking, and performing necessary update of the
provincial English distance package.