Discipline: English as a Second Language

Outcome: Accelerated learning and CTE-specific-instruction

Status: In Progress Est. Completion: Ongoing Increase student use of language program acceleration and supplementation materials and CTE-specific modules currently in use in the ESL Center; create, compile and expand additional materials to strengthen the academic and career and technical skills of ESL Center students.

Outcome: Access to ESL Center

Status: Completed Est. Completion: Fall 2013 Expand ESL Center hours and offer additional sections to accommodate a greater number of students desiring accelerated-learning and CTE-related curriculum. As additional materials and activities are explored and introduced, develop post-tests or other appropriate vehicles to measure student progress outside the ESL Center. Use student satisfaction surveys to get additional feedback on program effectiveness.

Outcome: Comprehensive Snapshot of ESL Population Needs

Status: In Progress Est. Completion: Ongoing Monitor and, when necessary, compile additional demographic information via the intake process for the ESL Program and ESL Center in order to better track growth trends of various ethnic groups in our geographical area. Closely track the academic and CTE interests and declared majors of our student population. Proactively adjust current curricular offerings, create new curriculum, or develop modules to address the language needs of new and continuing populations.

Outcome: Cross-discipline Strategies to Increase Success

Status: Completed Est. Completion: Spring 2013 Increase contact between ESL faculty, CTE faculty, and the Research Department to determine which CTE programs on campus have the highest number of limited English learners and explore creation of ESL/CTE learning communities offerings targeting those programs. Initiate dialog and examination of best practices for both CTE content area and second language acquisition to address gaps and develop strategies to ameliorate them. Begin more formal exploration into an accelerated track through the regular ESL program sequence

Outcome: Expanded Multimedia Sessions

Status: Completed Est. Completion: Spring 2012 Increase the scope of materials available for Multimedia Sessions in the ESL Center to include high-intrest topics which support a variety of majors and career goals of students enrolled in the ESL Center.

Outcome: Grading standards

Status: Completed Est. Completion: Spring 2010 Develop better articulation for listening/speaking classes.

Outcome: Maintain ESL Center Coordination

Status: No Longer Applicable Est. Completion: Fall 2012 Maintain or improve upon 84% success rate of ESL Center students (70-75% of whom indicate a current or planned enrollment in CTE courses) in ESL and non-ESL classes by ensuring consistent coordination of the ESL Center.

Resource: New Faculty Status: Received

Faculty Type: Coordinator Reason: Growth
Work Days: 175 Start Semester: Fall

Justification: This request is to reallocate the FTE distribution of an existing full-time faculty position from its current .4 coordination/.6 lecture split to a .6 coordination /.4 lecture split. As an identified campus support service program, the ESL Center is a large and well-managed campus instructional service designed to help basic skills students prepare for, and reach, their academic and vocational goals. Coordination time, while not directly WSCH generating, nonetheless nets demonstrable productivity for the campus by virtue of offering coursework students eagerly enroll in ESL 97 of their own accord. Specific examples of how the Center has expanded over the last few years include a quadrupling of the following: * The number of students served (1300+ annually) * Between 70-75% of these student indicate a current enrollment or planned enrollment in CTE programs on campus (900-1000 students annually) * The number of annual positive attendance hours (50,000+) * The number of sections offered (30+) * Curriculum & programmatic offerings (Multi- Media, Conversation, & various Software modules) * Floor space * Funding sources * IA's and student assistants support All of these gains have resulted in a well-respected instructional support service that very efficiently meets the needs of one of ARC's burgeoning basic skills populations, serving as a model for other programs in our area. Expanding our program, however, has dramatically increased the complexity involved in managing it. The additional .2 coordination time is needed to ensure continued program development and success in a quality manner, meet college and district goals as they relate to instructional support services, and provide programmatic and workload stability, balance and accountability, ultimately better serving our growing target population.

Status Description: 

Outcome: Maintian access to effective ESL instruction

Status: No Longer Applicable Est. Completion: Ongoing Secure highly quailified faculty replacements to ensure ESL students retain the highest success rates on campus and partner with existing faculty to implement new ESL Certificates.

Resource: New Faculty Status: No Longer Needed

Faculty Type: Instructional Reason: Replacement/Retirement
Work Days: 175 Start Semester: Spring

Justification: In order to maintain access and continue effective language training for nonnative speakers, a replacement and a retirement position are requested. One position accounts for the promotion of Kate Jaques to area dean. In addition, Melinda Wellsfry is retiring in Spring 2012. We have already been informed that two ESL faculty plan to retire at the end of Spring 2014. The ESL department has proven its effectiveness in assisting students to achieve one of the highest success rates on campus, and we don’t want to upset the balance in the department by losing two faculty positions now and losing two additional positions in the near future. In addition, securing highly-qualified faculty to deliver the instruction necessary for students to achieve our new Certificates of Proficiency will assist ARC in meeting its goal of increasing the number of degrees and certificates awarded.

Status Description: 

Outcome: Maximize Professional Development Activites

Status: In Progress Est. Completion: Ongoing Develop a strategic plan to split professional development activities between ESL faculty (on-campus/off-campus PD; professional conferences/workshops/training; special speakers/outside resources) so a variety of information and resources can be shared department-wide.