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“ALPESOL”

“ALPESOL”. An Accelerated Learning Program for Academic ESOL Students Alex Garrido, ESOL faculty Rachele Lawton, ESOL faculty Bob Miller, English faculty 4th Annual Conference on Acceleration in Developmental Education June 7, 2012. CCBC: Who We Are.

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“ALPESOL”

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  1. “ALPESOL” An Accelerated Learning Program for Academic ESOL Students Alex Garrido, ESOL faculty Rachele Lawton, ESOL faculty Bob Miller, English faculty 4th Annual Conference on Acceleration in Developmental Education June 7, 2012

  2. CCBC: Who We Are • Multi-campus suburban college in Baltimore County, Maryland. • Main Campuses: Catonsville, Dundalk, Essex • Extension Centers: Hunt Valley, Owings Mills, Randallstown • Enrolls approximately 74,000 students annually. • Offers more than 50 different degrees and more than 100 certificate programs. • Diverse student population: 51% minority; 81% of students need at least one developmental course.

  3. The Concept • Create and implement a structure that accelerates students who need the highest level of academic ESOL. ESOL 052: Academic ESOL Writing, is combined with ENGL 101: College Composition. • This structure enables ESOL students to take ESOL 052, a required pre-requisite, concurrently with a ENGL 101: College Composition, a 3-credit course. Students earn credits while still completing non-credit ESOL pre-requisites.

  4. Academic ESOL at CCBC The Students • Nearly 900 students in the “credit” Academic ESOL Program • Heterogeneous group (F-1 international students, World English speaking students, Generation 1.5 Students, Adult Immigrant Students) from many parts of the world • Most students in our program have academic goals The Program • Intensive, academic program that prepares students for college-level courses and professional careers • 4-level sequence of courses with 11 required courses total • Level 4 (ESOL 052 & ESOL 054, Academic Reading) is the highest level and the level into which most students place

  5. Academic ESOL Curriculum

  6. Academic ESOL & English ENGL 102 ENGL 101 ENGL 102 ESOL 052 ENGL 101 ESOL 052

  7. Background • Community colleges are reorganizing instruction and • curricula to facilitate the completion of requirements • in an expedited manner (Edgecombe 2011); this can involve • implementing interventions to accelerate students through • non-credit pre-requisite sequences, and may include ESOL • and developmental students. • In an effort to increase retention, student success and ultimately completion, the Community College of Baltimore County (CCBC) has launched accelerated models in various disciplines. • After observing success with the English ALP, accelerated math models, and emerging accelerated Reading models, ESOL decided to pilot its own version of an ALP.

  8. took no more English courses 1003 20% didn’t pass dev Eng 111 22% took no more English courses 0 0% passed dev Eng 2819 57% took ENG 101 2543 51% took dev Eng 2 506 100% did not pass dev Eng 2127 43% passed dev Eng 395 78% took ENG 101 506 100% took dev Eng 4946 100% passed ENG 101 1799 36% passed ENG 101 366 72% didn’t pass ENG 101 744 15% didn’t pass ENG 101 140 28% Results for students who took traditional developmental writing (ENGL 052) in fall 07, fall 08, fall 09, and fall 10 as of September 2011 Results for students who took ALP in fall 07, fall 08, fall 09, and fall 10 as of September 2011

  9. 15% 30% 45% 60% Longitudinal Studies: Credits Earned after One Year and After Two Years traditional dev writing ALP after two years after one year 24% 24% 24% 24% 24% 20% 0% 1% 12% 11% 30 or more credits 15-29 credits 30 or more credits 15-29 credits A L P The Accelerated Learning Project

  10. 15% 30% 60% 45% Longitudinal Studies: Credits Earned after One Year and After Two Years traditional dev writing ALP after two years after one year 33% 28% 17% 17% 0 credits 0 credits A L P The Accelerated Learning Project

  11. 2.5% 7.5% 10% 5% Longitudinal Studies: Awards Earned by Sep 2011 traditional dev writing ALP cohort from fall 07 and fall 08 5.1% 5 students 2.7% 59 students awards A L P The Accelerated Learning Project

  12. ALPESOL was a pilot of a pilot of a pilot… • It involved: • Peter Adams, Director, Accelerated Learning Program • Stacie Miller, ESOL Coordinator, Essex & Dundalk • Rachele Lawton, Chair, Reading and Language Department • Robert Miller, Assistant Professor of English As of Spring 2012, ALPESOL is in its 5th semester

  13. As with CCBC’s traditional Accelerated Learning Program, 12 students in the first year composition class (ENGL 101) are combined with 8 students from the ESOL 052 class. The 12 ENGL 101 students are not international / ESOL students. • The 8 ESOL students meet with the same instructor in a second class (ESOL 052) immediately after the ENGL 101 course. The Structure of ALPESOL

  14. ALPESOL’s Structure: A Visual In the traditional ESOL 052 to ENGL 101 two-semester sequence, there are 18-20 students per class and two different instructors. ESOL 052 Semester 1 English 101 Semester 2 A L

  15. ALPESOL’s Structure: A Visual In the one semester concurrent / accelerated ESOL 052/ENGL 101 (ALPESOL), eight students take both classes together with the same instructor. English 101 Semester 1 ESOL 052/ALPESOL Semester 1 A L P

  16. Rationale • Students who are close to being ready for credit courses have the opportunity to move more quickly into credit classes. • The opportunity to earn college credit while enrolled in non-credit ESOL classes is motivating for students and enhances morale, especially for those resistant to ESOL placement. • This program may positively impact student success, retention and ultimately completion.

  17. How ESOL 052 Works in ALPESOL • Functions as a companion course to ENGL 101. • Emphasizes questions and challenges related to English 101, as well as areas that will specifically help students with English 101 and other credit courses, including process writing, academic essay structure, grammar, sentence structure and critical thinking. • Integrates and addresses non-cognitive factors, such as time management and personal issues, as students work together as a community. The small class helps to facilitate this.

  18. Credits and Instructor Load English 101 3 credit hours 20 students (8 from ESOL 052 Instructor paid for 3 load hours; full class ESOL 052 6 credit hours 8 Students Instructor paid 5 load hours instead of 6; smaller class size* *Instructors are paid the full 6 hours during their first semester teaching ALPESOL.

  19. Originally, it was thought that World English Speaking and Generation 1.5 Students would most likely have the best opportunity to succeed in ALPESOL because of their backgrounds with English and writing in a U.S. educational environment. • Therefore, enrollment was to be limited to coordinator referrals. However, it didn’t work out the way it was intended due in part to logistical and communication challenges. Eligibility for ALPESOL

  20. Implementation Challenges New programs are accompanied by logistical and communication challenges. For example, ALPESOL involves coordination between: English ESOL Advising Records & Registration

  21. Enrollment ALPESOL has been comprised of a diverse group of students each semester: Enrollment consisted of students with a variety of language backgrounds. Some students who had previously failed ESOL 052 enrolled in ALPESOL. We realized it would be challenging to restrict enrollment.

  22. The Result? • We opened ALPESOL to all students eligible for enrollment in ESOL 052 during its second semester (fall 2010). • Our theory was that we won’t know if all students can succeed unless we give them the opportunity to try.

  23. ALPESOL Students to Date… A total of 56 students have completed ALPESOL at CCBC: • Spring 2010 8 students (1 section) • Fall 2010 8 students (1 section) • Spring 2011 8 students (1 section) • Fall 2011 8 students (1 section) • Spring 2012 24 students (3 sections)

  24. Evaluating ALPESOL Research Conducted by CCBC Institutional Research in Fall 2011 Findings • ALPESOL students consistently passed ENGL 101 at a 63% rate or higher across all three semesters; success was defined as a grade of A-C (the requirement for enrolling in ENGL 102). • Of the students enrolling in ENGL 102, all of them succeeded; however, not all students had enrolled. • Not all students were enrolled in ESOL 054 while they were enrolled in ALPESOL but of those who did, most successfully completed the course. • The next semester retention rates are higher than the typical CCBC retention rate.

  25. Pass Rate Totals For: Spring 2010, Fall 2010, Spring 2011, Fall 2011 and Spring 2012 Passed English 101: 35Failed English 101: 19*Passed ESOL 052: 40Failed ESOL 052: 14**Withdrawals are included in failures for 052 and 101; D’s are included in failures for 101.

  26. Success Rates in ESOL 052 & ENGL 101 *students were tracked to Spring 2011 to determine their enrollment and success in English 102

  27. Retention Rates & Mean GPA All ALPESOL Students

  28. Success Rates in ENGL 101: A Comparison

  29. Comparing ALPESOL Students with ESOL 052 students We decided to examine the success and retention rates for ALPESOL students and students who took a standalone section of ESOL 052.

  30. Course Success Rates for ALPESOL & ESOL 052 Students

  31. Retention Rates for ALPESOL & ESOL 052 Students

  32. Number of Students Enrolled in ALPESOL and ESOL 052

  33. Findings • Inconsistent results based on different cohorts • Impossible to generalize based on small number of students who have completed ALPESOL • ALPESOL may show promise; longitudinal studies will be necessary

  34. Teaching the course: an overview of ESOL 052 in ALPESOL • ESOL 052 consists of: • Grammar • Essay Development (organization, thesis statements, introductions, etc.) • Assignments & Activities • Essays for ENGL 101 • 4 separate essays (all involving research and citation), other short writings, and in-class writing • Grammar exercises • Quizzes

  35. Teaching ALPESOL: Challenges Grammar Organization

  36. Another Challenge: Discrepancies in Pass Rates Some students passed ENGL 101 but failed ESOL 052. Why did it happen? Some students cared more about ENGL 101 What do we do about those students? In-class writing Current discussion: Whether to address this with a policy

  37. Writing Topics • How has moving to a new country and going to school affected and changed you as a person? • Discuss the modern history of your home country. • Should there by limits to freedom of speech in the classroom? • Many students say that it is difficult being an ESOL student in college. What do you believe are some of the main difficulties in being an ESOL student? Are there any advantages? In addition, do ESOL students contribute to the life of the college in any specific ways? If so, how? If not, why not?

  38. Challenges with Offering ALPESOL Coordination between two departments (ENGL & ESOL) Course outline & Syllabus Rubrics Books Finding Instructors with appropriate experience Scheduling Challenges

  39. Student Responses • Before the semester begins: • World English/Gen 1.5 students – I can go straight to ENGL 101. Why do I need to take ESOL? (these students are often resistant to placement in ESOL, expecting to go directly into credit courses) • Other ESOL Students – Are you sure I can do this? • After the semester ends: • World English/ Gen 1.5 students – I couldn’t have done it without this course. • Other ESOL Students– I don’t think I’d have passed one course without the other.

  40. Student Comments • “I am still in touch with four of the other students from last semester. This is not the same in my other classes.” • “ALPESOL helped me with 102 and my other classes as well.” • In my 102 class I was often a “grammar resource” to other students, and I did very well. I am very grateful” for what the ALPESOL class had given me.”

  41. A Student’s Experiences

  42. Future Directions Study ALPESOL more longitudinally Study ALPESOL students and a control group—examine success and retention of students in ALPESOL compared to matched students in standalone sections of ESOL 052 as the number of students who complete ALPESOL increases Scale up ALPESOL moderately (increase the number of sections/expand on the Catonsville campus) Assess ALPESOL

  43. Questions?

  44. Contact Information • Alex Garrido, ESOL, agarrido@ccbcmd.edu • Rachele Lawton, Chair, Reading and Language Department, CCBC; rlawton@ccbcmd.edu • Bob Miller, Assistant Professor of English, CCBC; rmiller2@ccbcmd.edu

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