ࡱ> T` lbjbj .LF%8L\μFP(x"MOOOOOO$h|jsk%k%k%s***k%M*k%M**0UD .+ &j͆N/0μ:u&UU4* ss*jμk%k%k%k%$ ENGLISH DIVISION PROGRAM REVIEW AND PLANNING 2005-2008 1. Catalog By Division by Discipline English Division And ESL Dept. Div.DisciplineSubj.New CourseOld CourseDescriptionCat#ENGLENGLENGLENGL 051ENGL 61ADIndividualized Writing Skills413ENGLENGLENGLENGL 052ENGL 62ADIndividualized Reading Skills407ENGLENGLENGLENGL 053ENGL 64Lib Resources & Research Paper412ENGLENGLENGLENGL 059ENGL 59Grammar and Usage Review414ENGLENGLENGLENGL 071ENGL 63ABSpelling409ENGLENGLENGLENGL 086ENGL 13AReading II: Basic Development402ENGLENGLENGLENGL 087ENGL 13BReading II: Basic Development403ENGLENGLENGLENGL 088ENGL 12AReading III: Interm Devel405ENGLENGLENGLENGL 089ENGL 12BReading III: Interm Devel406ENGLENGLENGLENGL 096ENGL 3AWriting Fundamentals, 1st Sem410ENGLENGLENGLENGL 097ENGL 3BWriting Fundamentals 2nd Sem411ENGLENGLENGLENGL 098ENGL 2ABasic English Composition358ENGLENGLENGLENGL 100ENGL 2BBasic English Composition359ENGLENGLENGLENGL 101ENGL 1AReading and Composition360ENGLENGLENGLENGL 102ENGL 1BIntroduction to Literature361ENGLENGLENGLENGL 111ENGL 11Reading IV: Anal & Crit Read372ENGLENGLENGLENGL 201ENGL 50Advanced Composition369ENGLENGLENGLENGL 202ENGL 50HAdvanced Comp - Honors426ENGLENGLENGLENGL 220ENGL 41ASurvey of American Literature1220ENGLENGLENGLENGL 221ENGL 41BSurvey of American Literature1221ENGLENGLENGLENGL 222ENGL 42ASurvey of World Literature374ENGLENGLENGLENGL 223ENGL 42BSurvey of World Literature375ENGLENGLENGLENGL 224ENGL 43ASurvey of English Literature376ENGLENGLENGLENGL 225ENGL 43BSurvey of English Literature377ENGLENGLENGLENGL 228ENGL 47Intro to the Bible as Lit383ENGLENGLENGLENGL 230ENGL 54Intro to Film Hist and Crit363ENGLENGLENGLENGL 240ENGL 55Intro to Tech & Report Writ368ENGLENGLENGLENGL 250ENGL 53ABCreative Writing370ENGLENGLENGLENGL 260ENGL 46AThe Mexican American in Lit381ENGLENGLENGLENGL 261ENGL 46BThe Mexican American in Lit382ENGLENGLENGLENGL 270ENGL 52Introduction to Linguistics362 ENGLESLESLENGL 050ENGL 60ACLanguage Laboratory415ENGLESLESLENGL 060ENGL 8ABPrac Engl for the Workplace832ENGLESLESLENGL 061ENGL 7Basic ESL/Civics418ENGLESLESLENGL 062ENGL 36Beg Oral Eng for ESL393ENGLESLESLENGL 063ENGL 35Low Interm Oral Engl for ESL394ENGLESLESLENGL 064ENGL 34Interm Oral Engl for ESL395ENGLESLESLENGL 065ENGL 33High Interm Oral Engl for ESL396ENGLESLESLENGL 066ENGL 32Adv Pub Speak for Bil417ENGLESLESLENGL 072ENGL 26Beg Read & Vocab for ESL I397ENGLESLESLENGL 073ENGL 25Beg Read & Vocab for ESL II398ENGLESLESLENGL 074ENGL 24Vocab & Phrasal Verbs I399ENGLESLESLENGL 075ENGL 22ABVocab & Phrasal Verbs 11403ENGLESLESLENGL 076NEW COURSEVocab & Idioms for Adv ESL408ENGLESLESLENGL 084ENGL 14AReading I: Dev for Bil400ENGLESLESLENGL 085ENGL 14BReading I: Dev for Bil401ENGLESLESLENGL 091ENGL 6Beg Gram & Comp for ESL384ENGLESLESLENGL 092ENGL 5Low Interm Gram & Comp ESL387ENGLESLESLENGL 093ENGL 4AInterm Gram & Comp for ESL390ENGLESLESLENGL 094NEW COURSEHigh Interm Gram & Comp for ESL2020ENGLESLESLENGL 095ENGL 4BWriting Process for Adv ESL416 ENGLISH DIVISION 2. STRENGTHS AND CHALLENGES: Indicate strengths and challenges in such areas as program accomplishments, areas of special endeavors, growth trends, recruitment, placement, distance education, innovative scheduling, relationship to local community and/or other programs and services at the college, and/or grant support activity. Discuss degrees and special academic qualifications of full-time and part-time faculty in the program and discuss evidence that faculty are staying current in their disciplines and/or instructional methodologies. ------------------------------------ Strengths ASSESSMENT AND PLACEMENT OF STUDENTS The English Division continues to work closely with Student Services and Matriculation officers for guiding students to the appropriate reading, writing or ESL courses as a result of multiple-measure placement, the strongest indicator being the assessment score on the Degrees of Reading Power test (DRP) for reading classes, and the Holistically Scored Essay (H.E.) for writing classes. The CELSA test is used for ESL assessment. By accessing grade history rosters, English instructors are able to check the passing grades for recommended preparatory courses and placement test scores, thereby assisting students to double check that they have indeed enrolled in the correct section. REVISED CURRICULUM, METHODOLOGY, INSTRUCTIONAL TECHNOLOGY Course outlines for Reading, Writing, and ESL were revised last year to reflect the new numbering system, to adjust course content, objectives, and instructional methodologies, including technological innovations, such as the on-line option for our Writing Fundamentals course, English 96/97 (formerly English 3AB). Interactive web sites and on-line conferencing with instructors have been among the technological innovations noted in the revision of course outlines. EXIT STANDARDS GRIDPerformance-Based Grading In ESL, Reading and Writing, we have established performance grids which describe the degree of master necessary to reach a passing level for each standard in order to receive a C or higher in that course. This is the single most significant gain we have made in establishing consistency from course to course, instructor to instructor. It has been enormously useful in briefing adjunct and Extended Campus faculty and IVC students in general as to the stated expectations that result in a performance-based grade. ENFRANCHISEMENT OF ADJUNCTS ESL, Reading, Writing Orientation workshops have been held for the beginning of each fall semester, conducted by lead senior faculty for adjunctsveteran and new alikein each specific discipline. These orientations have been extremely valuable in offering supportive clarification, availing resources, and arranging mentoring. TUTOR TRAINING ADVANCESNational Tutoring Association Students in reading and writing classes are now benefiting from the tutor training program researched by the Tutorial Specialist in the Jean Raulston Reading/Writing Lab and the Reading and Writing Facilitators. Together with testing for content knowledge and coaching on the interpersonal dynamics of guiding students, the Reading/Writing tutors will be among the most highly trained tutors on the IVC campus. SCHEDULING AND MEETING COMMUNITY NEEDS The English Division has utilized late afternoon, Friday-only block classes, 7:00 a.m. classes, and Extended Campus course offerings in composition and ESL to the extent that resources permit. (See under Challenges the need for more resources to increase course offers and the instructional demand from our learning community.) [Saturday classes were arranged, but due to low student interest and family difficulties for the adjuncts involved, those plans have been delayed.] It should be noted that the M/W and T/Th blocks have freed rooms for Friday only classes, which make the commute at least less costly for our adjuncts and others. The so-called four- day week has allowed us to increase our net number of course sections and enrollment beyond what we had with the traditional five day week. PUENTE PROJECT Brian McNeece continues to be the Puente Project writing professor for the companion Basic Composition and Freshman Composition courses that boast a30% + greater completion rate and university transfer rate than the campus average for these courses. ENGLISH CHALLENGE This Language Arts Festival for local high school students unites high school juniors and seniors and their teachers with IVC faulty and students. From the contests and prizes to the lively guest speakers and cash awards, the English Challenge is one of the primary alliance-builders with local high school English departments and their staff. The contact made here make collaboration on academic issues much more comfortable, as a level of familiarity and trust has been previously established in the festival setting. STRENGTHS OF THE ENGLISH AS A SECOND LANGUAGE (ESL) DEPARTMENT CURRICULAR INNOVATION Within the English Division, the singular recognized department in the IVC General Catalog is that of English as a Second language (ESL). At this writing, the 10 full-time faculty and 13 adjuncts in the department are strengthening the English Only approach to second language acquisition. A new five-semester ESL program consists of beginning, low-intermediate, intermediate, high-intermediate, and advanced levels. The majority of course outlines have been revised to this effect and the remaining outlines are in progress. An Exit Performance Standards Grid has also been established to specifically show students, staff, counselors, and others of the necessary level of mastery for each course in order for the student to pass with a grade of C or higher. THE LANGUAGE INSTITUTECalexico Extended Campus The Language Institute, established by IVC Superintendent/President Dr. Paul Pai, has survived its initial stages with stated results from full-time faculty at the Calexico Extended Campus site: students appear to be showing greater fluency and advancement in second language skill as a result of having the same instructor for grammar and writing, listening and speaking, and vocabulary development at each of the sequential ESL levels. ESL LANGUAGE LAB INNOVATIONS In the ESL Interactive language lab, audio files may be prepared by both students and teachers for listening and speaking practice, a vast improvement over the old-style tape recorders. CHALLENGES FOR THE ENGLISH DIVISION FACULTY RECRUITMENT We need to find two replacement full-time, tenure track candidates for both reading and writing as well as another two replacement positions for ESL to fill the vacancies now occupied by temporary faculty. Additionally, more full-time and adjunct faculty are needed to meet the growing demand of second language learners who must become proficient enough to matriculate through collegiate subject matter. Partnerships with Northern Arizona University in Yuma and San Diego State University, main campus, have helped in producing adjuncts and full-time applicants. Nevertheless, many qualified adjuncts are unable to sacrifice the expense of transportation and lost hours on the highway instead of paid classroom time in order to teach for the lowest hourly wage in Region Ten (IVC). Almost without exception, English adjuncts have stated that they honestly enjoy the students and faculty of IVC, often more than the higher paying districts closer to home. FACILITIES Adequate classrooms and offices for increased course offerings require more classrooms and office space on the main campus as well as Extended Campus sites. It should be noted that the last two bond issues included an English buildingoffices and some specialized smart classrooms (separate from the new Reading/Writing Lab funded by the Partnership for Excellence allocation.) The current general obligation bond issue before the voters in November, Measure L, as it is presently described, makes no such provision for language arts facilities, nor was there an invitation to do so. CHALLENGES FOR THE ENGLISH AS A SECOND LANGUAGE DEPARTMENT ESL FACULTY RECRUITMENT Faculty recruitment is a major concern. Additional faculty beyond those already allocated for existing courses are needed on both a full-time and an adjunct basis, especially for the Extended Campus sites and for the Language Institute in Calexico. RESOURCES FOR THE LANGUAGE INSTITITUE Academic support services such as copy machines, audio-visual devices, a functioning language laboratory, individualized and group tutoring, and extended conversation programs are urgently needed for this facility. VOCATIONAL ESL/LITERACY PROGRAMS Since many students come to us needing basic skills in a first language, which is often not English, a combined literacy and non-academic/vocational program needs to be explored to encourage success for both the individual student with this need, and for the academic classes that would otherwise be delayed from their fast-paced academic curricula. STAYING CURRENT IN DISCIPLINES AND METHODOLOGIES Northern Arizona Universitys English Department, attended by some full-time IVC faculty, offered a course in advanced composition that specifically addressed some of the latest research by Cooper and Odell on the effectiveness of marking student papers for improved student writinga never-ending debate among writing faculty. The English Council of California Two-Year Colleges (ECCTYC) continues to be a major resource for networking with lead faculty on the latest practices, state policies, institutional challenges, and observed student needs in community college language arts programs. A number of faculty are in regular attendance of conventions and workshops, though a drastic reduction in the English Divisions conference/travel budget has resulted in an average of less than $100 per full-time faculty member for the year, making it necessary to pool conference money so that only a few faculty can attend a conference in any given year. The Teaching of English to Speakers of Other Languages (TESOL) is one of the ESL professional organizations which offer resources and networking for teaching faculty. A number of IVC ESL instructors attend the TESOL events and read their scholarly research. In the last three years the ESL Department has demonstrated a concerted effort to stay abreast of the latest research and successful practices of the type that were incorporated into the course outlines and the assumptions for rapid language fluency intended for the Language Institute created by Dr. Pai. The California Virtual Campus (CVC) provides a rich resource for on-line and distance education and has certified a number of English and ESL instructors as they endeavor to expand the technological base for their teaching specialties. Local campus workshops in technology and web-based instruction offer several opportunities nearly every week for faculty to develop new delivery strategies for their students. English Division faculty are deeply involved in the Title V grant and ACCESO project for the technological advancement of students and faculty. 3. STUDENT DEMOGRAPHICS English Division English Discipline Demographic Information Age (in %) (Table 1)Term< 2020 - 2425 - 2930 - 49> or = 50ProgramIVCProgramIVCProgramIVCProgramIVCProgramIVCFall 0231.526.836.829.79.811.919.826.92.24.6Fall 0332.929.336.831.08.911.018.824.62.64.0Fall 0434.629.637.332.39.110.717.223.41.74.0Avg.33.028.637.031.09.311.218.624.92.24.2 The majority of English program students are in the 20-24 age bracket, while the under 20 age grouptypically representing recent high school graduatestrail as a close second. Hiring additional faculty, thereby increasing the number of class sections, would allow greater enrollment from this and other age groups. Further, there has been a suggestion to reach out to the rehabilitation agencies and senior centers to enfranchise non-traditional students into the English program course offerings, again necessitating adequate teaching faculty. English Division English Discipline Demographic Information Ethnicity (in percentage) (Table 2)TermAsianAfro AmericanHispanicNative AmericanWhiteOtherProgramIVCProgramIVCProgramIVCProgramIVCProgramIVCProgramIVCFall 021.52.01.21.490.786.50.30.46.19.60.30.2Fall 031.52.00.81.591.686.70.20.45.69.30.20.3Fall 041.61.90.51.393.387.60.10.44.28.50.30.2Avg.1.52.00.81.491.986.90.20.45.39.10.30.2 [There appears to be an error with the above chart for the cell showing the Hispanic population for Fall 2004, which is most certainly more than 3.2%. This will need to be corrected with assistance from the Institutional Researcher as soon as possible.] English Division English Discipline Demographic Information Gender (Table 3) TermHead CountMale (%)Female (%)Program IVCProgramIVCProgramIVCFall 022205741333.137.466.962.6Fall 032261748032.238.167.861.9Fall 042449813234.138.365.961.7Average2305767533.137.966.962.1The gender percentages of students taking English classes are within a few percentage points of that same ratio on the IVC campus. English Division English Discipline Demographic Information Primary Language (Table 4) TermEnglish%Other%Program IVCProgramIVCFall 0255.160.044.940.0Fall 0353.661.246.438.8Fall 0450.363.149.736.9Average5361.447.038.6Nearly half of all students in the English program do not regard English as their primary language. English Division English Discipline Demographic Information Residence (in percentage) ( Table 5 )TermBrawleyCalexicoCalipatriaEl CentroHoltvilleImperialWinterhavenOtherPgmIVCPgmIVCPgmIVCPgmIVCPgmIVCPgmIVCPgmIVCPgmIVCFall 0212.113.735.329.82.02.232.233.85.65.26.27.60.00.06.77.7Fall 0311.413.336.230.11.72.131.632.95.45.46.67.90.00.17.08.2Fall 0411.313.038.230.82.02.229.932.04.75.27.28.40.00.26.88.2Avg.11.613.336.630.21.92.231.232.95.25.36.78.00.00.16.88.0 IVC and the English Program population percentages for local residence appear to be consistent. GRADE DISTRIBUTION AND RETENTION DATA For English Courses  EMBED Excel.Sheet.8  For ESL Courses  EMBED Excel.Sheet.8  Fall 2004 Institutional-all IVC Grade Distribution by Transferred LevelsA%B%C%D%F%I%CR%NC%W%Retention Rate at Census timeEnd of Term Retention Rate (non "W"/census)Success Rate (Grade A,B,C,CR)Average for Transferred Level Courses19.723.620.37.58.60.20.00.919.173.680.963.7Average for Non-Transferred level Courses28.021.013.33.93.40.410.93.316.471.783.472.8IVC Average25.921.615.14.84.60.28.02.617.172.382.970.6 INSTITUTIONAL STUDENT OUTCOMES and STUDENT LEARNING OURCOMES: The ֱ߲ Academic Senate will provide leadership to the campus community to initiate and sustain an on-going dialogue to develop and assess institutional student learning outcomes. This process will not only address institutional student learning outcomes, but it will provide a model for academic divisions and programs as they develop and assess program-level student learning outcomes tied to the institutional outcomes. Started in the Fall, 2004 semester, the ֱ߲ Academic Senate, started developing institutional student learning outcomes. Throughout the following process, faculty have contributed both as facilitators and participants. This process began with a faculty wide presentation during Fall faculty orientation on the basic tenets of student learning outcomes. Between October, 2004 and January, 2005, workshops were conducted for faculty on 1. an introduction to student learning outcomes; 2. authentic assessment; 3. classroom assessment techniques and learning styles; and 4. institutional student learning outcomes. Out of these discussions, the following five outcomes have been articulated by faculty: Students who graduate from ֱ߲ will demonstrate: 1. Personal Responsibility 2. Global/Multi-cultural Awareness 3. Communication Skills 4. Information Literacy Analytical/Critical Thinking STUDENT SUPPORT SERVICES AND THE ENGLISH PROGRAM The Counseling Department continues to work with the English Division for strategies that will improve consistency from the moment of academic advisingassessment and placement recommendationto the classroom event of learning and performance. Faculty continue to be invited to various Counseling meetings and Counseling liaisons are a regular part of English Division meetings. Paramount in improving the level of success for this partnership is the understanding the counselors must feel comfortable and free to consult directly the instructor for whom they have a question or issue, as the same is true for English faculty who have a question of a particular concern, rather than first consulting the English chair or Vice President for Student Services. This priority would also be true for enhancing the existing cooperation between the DSP&S counselors, arranging accommodations for the physically-limited students taking English classes. The Learning Services areaincluding library, audiovisual service, reprographics facility, language lab, and reading/writing labare all essential to the success of the English and ESL Programs. Refer to section 9 on Program Plans and Objectives for a list of the goals for enhancement of these services to further accommodate the needs of IVCs learning community for English skills. STUDENT SUPPORT SERVICES AND THE ESL DEPARTMENT In order to improve communication between teaching faculty and those in counseling, a central resource person for liaison needs to regularly attend both English Division and ESL Department meetings. Secondly, there is a distinct lack of program services for ESL students and faculty at the Extended Campuses. Through Dr. Pais encouragement, The ESL "Language Institute" began at the Calexico site this semester with four levels of ESL and four full-time faculty.Students in the Institute, however,do not have access to the same services as the students at the main campus. Lacking on all three sites, but needed especially at the Institute are tutoring services andconversation groups (as at the main library), adequate copy services, functioning computer lab equipment necessary to accommodate the installation of needed software (which is in use at the Language Labon the main campus). In short, if the Calexico campus isto be the standard-bearerfor our ESL program,equal support services to those on the main campus must be provided to students and faculty. ACADEMIC STANDARDS FOR THE ENGLISH PROGRAM Courses in the English Division and ESL Department are continually scrutinized both for entrance and exit standards to maximize student success in the course itself, which must equate to readiness or competency for enrollment in the next level of coursework in the various developmental sequences in ESL, in Reading and in Writing. We have established grading standard charts or grids, delineating the minimum passing exit level for each skills category within the sequence of courses for ESL, for Reading, and for Writing. These documents are distributed to full-time and adjunct faculty alike, and to students on both main and extended campus sites. They are the mainstay of a quick-reference understanding of how it is that a student is prepared to enter or exit a particular course and whether the students progress in a given ESL, Reading, or Writing course is likely to result in a passing grade. For the transfer level curriculum there is the additional evaluation of standards in terms of consistency with those for lower division university matriculation. To maintain articulation of IVC English courses with the accepting universities counterparts, pre-requisites are enforced as indicated on official course outlines, which are also reviewed for levels of mastery (performance objectives) of the indicated course content necessary for a grade of C or higher. Department colloquia are held in an effort to share both agreed upon grading standards as well as best practices in instruction. The English Division looks forward to the expansion of these efforts in future staff development activities. ACADEMIC STANDARDS FOR THE ESL DEPARTMENT Adopted by the Curriculum and Instruction Committee a year ago, ESL academic standards have been specified through the complete revision of all but three course outlines, the balance of which are in progress. In the past year academic standards have been further quantified and strengthened through thecompletion of three ESL entrance/exit standards grids: for reading/ vocabulary, for grammar/writing grid, and for listening/speaking. These grids specify the required outcomes for a grade of C or higher at each of the five levels of the program. Academic outcomes have also been strengthened for adjunct faculty in the last year.Now, new hires must now have a minimumof ninegraduate units in language acquisition,teaching methodology, and linguistics.Further, more frequent observations are scheduled for adjunct ESL faculty, particularly new hires. To insure parity among all course sections of ESL,the ESL Departmentis consideringthe possibility of departmental final exams. Instructional methodology and course content could be further standardizedthrough departmental finals. 9. PROGRAM PLANS AND OBJECTIVES, 2005-2008 Institutional Goal A: Create a modern comprehensive Science and Technology Center. The English Division and ESL Department recognize the necessity for a modern facility to accommodate the demands of the learning community seeking academic and vocational goals in the sciences. In like fashion, the documented unmet demand for English and ESL classes continues to rise, disappointing those seeking language arts preparation for academic and vocational advancement. [Fall 2004 census data indicates 998 English students, 745 ESL students without classes, unduplicated head count. (IVC Hiring Prioritization document, Institutional Research. 21 Oct. 2004)]. Classrooms, teaching faculty and supportive equipment are currently unavailable to meet this considerable demand for instruction. Furthermore, unlike the Science and Technology Building proposal, the need for a language arts center did not appear on the current Measure L general obligation bond issue, as was the case with the past Measure Q and Measure R bond elections for a 21,000 sq. ft. facility. Therefore, the English Division and ESL Department have at the heart of their mission the need the following facilitiesstated as program goals--whether for future general obligation bond proposals or other avenues for funding. Program Goal A: English and ESL facilities on the main and extended campus sites to coordinate instruction, staff, and equipment to accommodate the demand for English and ESL courses. Program Objective 1: A classroom/office/presentation facility for reading, writing, literature and ESL classes, utilizing smart technology and motivational furnishings. [Consult Prof. McNeeces references to multicultural language acquisition pedagogy with realia artifacts.] Program Objective 2: A separate full service writing lab facility with a cadre of tutors and class sets of computers for composing, research, and writing skills exercises as well as the requisite areas for independent study and concomitant tutoring sessions. Program Objective 3: Support resources and instructional lab equipment for ESL and English classes, including reading, at the Extended Campus sites, where at present the reading and language lab components are not offered, limiting the types of courses that can be offered, hindering the Presidents Language Institute vision. Institutional Goal B: Develop a Distance Learning Center that provides faculty and curriculum development for online, interactive TV and hybrid courses to reach students whose access is hindered by factors such as distance, disability, scheduling, preference of learning style, etc. Program Goal B: Primarily through Project ACCESO (Accessing Community College Education by Strengthening Outreach), English and ESL faculty will receive training to effectively implement technology-enhanced distance learning capabilities. [Project ACCESO grant abstract.] Program Objective 1: Complete within the given five-year time frame this Title V grant to train and assist participating faculty developing distant course delivery. Program Objective 2: Consult for availability and information the English Division ACCESO project architect as a direct resource for training and assistance in expanding distant course delivery. Institutional Goal C: IVC will respond to community needs that address our evolving economic diversification. Program Goal C: The motivation for second language acquisition in English (ESL) will be reassessed for more efficient curricular offerings: Program Objective 1: Explore ways to enhance the academic track for eventual university transfer that will continue to serve those students who are university bound. Program Objective 2: Explore the implementation of a vocational, conversational, or non-credit courses that will accommodate students with non-academic/university transfer goals. Program Objective 3: Hire an ESL conversational/language lab facilitator/instructor as one of the new hires3 to 6 units released time for facilitating. Institutional Goal D: Develop a long-term facility plan Program Goal D: Institutional Goal D is best described by Institutional Goal A: English and ESL facilities on the main and extended campus sites to coordinate instruction, staff, and equipment to accommodate the demand for English and ESL courses. Program Objective 1: A classroom/office/presentation facility for reading, writing, literature and ESL classes. (see Table 9 for reference to the Language Arts Center.) Program Objective 2: A separate full service writing lab facility with a cadre of tutors and class sets of computers. Program Objective 3: Support resources and instructional lab equipment for ESL and English classes, including reading, at the Extended Campus sites. Institutional Goal E: Develop, implement, and manage a six day per week balanced class schedule applicable district-wide to meet the needs of our community. Responding to applicable Institutional Objectives only - - Institutional Objective 3: Expand Math and English course offerings based on demand. Program Objective 1: Continue with efforts to recruit additional faculty for Friday and Saturday classes, with full sequences for reading, writing and ESL courses. Responding to applicable Institutional Objectives only - - Institutional Objective 5: Examine attrition and provide more accurate placement and retention strategies. Program Objective 1: Hire the necessary full-time faculty as needed according to indicated demand for language arts classes. Program Objective 2: Continue with recruitment and mentoring programs for additional adjunct faculty, including means for attracting them from San Diego County and other regions, i.e. offering a competitive hourly wage rate. Program Objective 3: Examine ways to implement mandatory placement for reading, writing, and ESL courses by contrasting IVCs advisory placement with that of other colleges in Region X such as Miramar College and Southwestern College. Institutional Goal F: Give Imperial County high school graduates primary and residents secondary priority at the entry freshman level. For those who are ready for college level courses, a full-time program is offered to graduates in two years, or four to six semesters depending on major preparation requirements. Program Goal F: Renew efforts for increased preparedness in English skills for entering freshman. Program Objective 1: Engage in dialogue with local high schools about the current state of readiness of their high school graduates for college-level coursework. Program Objective 2: Develop collaborative models for raising that level of preparedness for college English for willing high school districts. Program Objective 3: Explore effective roles for collaboration with San Diego State University, Imperial Valley Campus, for an English skills partnership venture, working with willing Valley high schools. Institutional Goal G: Implement community involvement by IVC Program Objective G: Work toward satisfying the communitys two main prioritiesaccess to courses, instructors, classrooms as indicated in program goals A and E, and preparedness for students entering the workforce and the university. Simply put, the community demands student access and academic integrity. Program Objective 1: Continue to utilize all available classroom space, while improving means for recruiting necessary faculty, in addition to the construction of a language arts center, a separate comprehensive writing lab, and a fully supported Extended Campus with language lab capabilities. Program Objective 2: Continue to examine student performance (grading) standards to assure continuity from class to class and from one skills level to the next in the developmental curriculum; and for consistency with lower division exit level criteria for IVCs university transfer English courses. ESL Department Goals and Objectives 2005-2008 Program Goal 1: Enhance the Departments consistency in both curriculum and instruction for ESL classes. Program Objectives/Specific Activities 1: Clarify the supportive/mentoring roles of ESL Coordinator and Dean of Extended Campus for the benefit of new faculty. Choice of 2 to 4 textbooks made available for all ESL levels. Complete review of course outlines every 3 years. Mentoring program in place overseen by ESL Coordinator. Three in-service sessions per semester giving the most applicable and current teaching methodologies available today. Program Goal 2: Respond to ESL student needs for accessibility to classes: Add levels of classes determined by student responses to needs survey. Recruit pool of qualified adjunct faculty exhibiting features of native English proficiency determined by oral and written samples. Minimize one day-a-week three-hour classes. Continue expansion of community outreach program to support the multicultural classroom population trend that is appearing. Program Goal 3: Enhance resource distribution Objectives for Program Goal 3: Equity in resources at each campus. Write grants to access any and all available monies for technology, teacher training, etc. Review method of selecting ESL Coordinator. Program Goal 4: Improve student access to the colleges educational programs using techno and innovative instructional methods. Program Goal 4 Objectives/Activities: Increase use of the Technology Center by our ESL student population. Encourage faculty to develop on-line or computer-assisted testing for ESL classes. Encourage faculty to build functioning web pages for student access so that the Information Highway will become a reality for our students rather than simply a clich. Uniformly configure and access computer equipment. Standardize the same educational software installed on computers on the main campus and on Extended Campus sites. Allow ESL students uniformly free access to the computer labs when either they are able to function independently or with tutors provided for those students needing assistance. Program Goal 5: Strengthen Vocational English as a Second Language (VESL) With the addition of a vocational component to our existing English as a Second Language Program we will be able to bridge the gap for those students have an immediate need for employment. Program Goal 5 Objectives/Activities: Conduct a VESL needs assessment among ESL students at all campus sites. Explore new course sequence(s) for vocationally-oriented students. Gather information from community colleges with successful VESL programs. Set the groundwork for a credit/non-credit program. Conduct a pilot for a credit/non-credit program at the Extended Campus (*not to replace the current program, but to complement it). 10. ANTICIPATED CURRICULUM CHANGE Anticipated changes are addressed in Item 9. PROGRAM/DEPARTMENT PLANS AND OBJECTIVES, for both the English Division and ESL Departments. In general, we seek to offer greater access through increased class offerings and improve standards for higher competency in both English and ESL courses, utilizing the main campus as well as extended campus sites and community facilities. 11. GOALS FOR MEETING STUDENT DEMAND English Division English Department FTEs, FTEs/FTEf, and ENROLLMENT INFORMATION (Table 8)Instruction OnlyStudent Svc OnlyFTEsFTEs/FTEfUnmet DemandEnrollment by NumberDept.IVCDept. IVCDept.Dept.IVCStudents Served - Fall 2002307.02433.014.613.81238Students Served - Fall 2003307.82502.314.914.61309Students Served - Fall 2004335.22557.514.813.7998Students expected to served: Fall 2005365.41088Students expected to served: Fall 2006398.31186Students expected to served: Fall 2007434.21293 English Division Enrollment Despite increased overload requested by full-time faculty and continuing adjuncts, a number of the Basic Composition adjuncts declined continuing employment, largely because of individual or personal reasons unrelated to the institution, i.e. high school coaching assignments, a growing family, military service, etc. This was particularly true for the Fall 2003 semester. The increase in FTES is due to an increase in adjunct sections from Fall 2003 to Fall 2004. Three instructors were recruited from the graduate program in English at San Diego State University, main campus, after completion of the Masters Degrees, through the recruitment efforts of the English Division Chair at IVC, and the Director of the Graduate Program in English at SDSU. Nevertheless, the hourly rate for adjunct compensation, roughly half what is currently offered in San Diego County, is making it financially impossible for adjuncts to continue amassing personal debt for the privilege of driving over four hours on the round trip that is necessary to teach our students reading and writing skills. The Efficiency Factor The fact that for each year the FTEs ratio to FTEf is greater than the institutional ratio is of small comfort in arguing for the larger concern: the quality of genuine teaching and learning as demonstrated by performance-based student evaluation. We have some classes with a quota of 20 students for the intensive one-on-one instruction that is combined with traditional lecture for abundant written work. We have developmental courses with a quota of 30 or more students that need to have a reduced quota to increase retention and student mastery, and if that were so, we would see a lower ratio of FTEs to FTEf. As a program, we stand united in that quality is measured in student performance--the criterion for student success, rather a numerous head count per instructorthe criterion for the cheapest cost per student. Projections: We have every reason to expect that as long as we can hire more adjuncts, and even better, full-time, tenure track faculty, we can keep offering English classes, at least if classrooms can be found. We need a Language Arts Center of offices and classrooms in order to accommodate student enrollment demand, which one would expect to grow at least in the same measure as it did from Fall 2003 to Fall 2004: approximately 9% per year. Faculty and facilities will be requested proportionately. English Division ESL Department FTEs, FTEs/FTEf, and ENROLLMENT INFORMATION (Table 8)Instruction OnlyStudent Svc OnlyFTEsFTEs/FTEfUnmet DemandEnrollment by NumberDept.IVCDept. IVCDept.Dept.IVCStudents Served - Fall 2002330.02433.012.213.8848Students Served - Fall 2003289.22502.313.014.61070Students Served - Fall 2004278.32557.512.113.7745Students expected to served: Fall 2005295790Students expected to served: Fall 2006312.7837Students expected to served: Fall 2007331.4887 A Questionable Decline: Because of the frozen replacement positions for three retirement full-time ESL positionsand then protracted debate conducted by those outside the English Division and ESL department who advocated eliminating the positions--a crucial year was lost in hiring. This resulted in a hectic effort to find qualified full-time temporary instructors. Such temporary hiring was not allowed during the time of the freeze because funding for the retirement positions had not been carried over into the next fiscal year, unbeknownst to the English Division until after the fact. Additionally, over 10 ESL class sections at the Extended Campus had to be cancelled at this time because of a lack of qualified adjunct staff. Reduced sections meant a loss of FTES and the loss of unmet demand data because no wait lists were generated from which names could be counted. Low Student Quota Essential for Language Fluency For each year, Fall 2002 Fall 2004, the FTEs to FTEf ratio is lower than the IVC average. Consider that the IVC average includes large, often crowded lecture courses of 50 or more students. For intense language instruction in grammar and writing, vocabulary and spelling, and oral communication, a quota of 20 students is necessary to build English fluency. This reduces the efficiency ratio, but again, facilitates the imperative for competency-based learning rather than the cheapest cost per student (high FTEs to FTEf ratio) as the single criterion for the efficient use of teaching resources. Projections: We hope to gain the remaining two of the three full-time faculty replacements from the Spring 2003 ESL retirements, that were later frozen in August of 2003, and then questioned for elimination by those desirous of additional faculty positions for their own disciplines (see Academic Senate and C & I minutes for Fall 2003). The temporary instructors might then continue as adjuncts, albeit with a reduced load according to Ed. Code restrictions. Therefore, we will use an average of the three years of artificial enrollment decline for now projecting an increase in ESL enrollment, while taking into account the loss of three full-time ESL faculty over a period of one yearonly now filling those positions with full-time facultycompounded by the loss of many adjunct positions at the extended campus. Once we have faculty and classrooms, we know that demand will increase enrollment at approximately 6% per year. Faculty and facilities will be requested proportionately. 12. CAPITAL OUTLAY/FACILITIES: English Division and ESL Department Facility Changes Information (Table 9)  Facility ChangesTotal Amt 2005-2006Total Amt 2006- 007Total Amt 2007-2008*Reading Labs for Extended Campus sites (Possible on-line materials, net-worked)  10,00010,000 10,000**Writing Lab, modular building, self contained, for classes and labs. [This will also avail space needed in the Reading Lab for a separate phonics room, expanded offices/conference room.] *ESL Language Lab, separate from the Foreign Language Lab that presently competes for student access, could be combined with Writing Lab structureenlarged modular building fully funded second year2006-07. 200,000 100,000Language Arts Building: combined offices, smart classrooms, presentation area, and ESL conversational rooms. [See Measures Q&R Bond proposals/diagrams, upgraded for 40 faculty.] 10,000 10,000 10,000,000Projected Totals220,000.120,000.10,010,000.Completion of classroom upgrade in the 500 buildings with fully functional on-line connection and ceiling mounted projection units. Sound-proofing insulation needed for room 511, and those with a south-facing wall subject to parking lot noise. Thermostat controls needed for room 511 (and any other room without independent means to regulate temperature). * See Program Review and Plan for the Extended Campus sites ** See Program Review and Plan for Learning Services 13. CAPITAL OUTLAY EQUIPMENT/SOFTWARE: What do you anticipate will be major capital equipment and capital software expenditures in the upcoming years? Please list in priority order, and indicate the dollar amount in the year needed. Include equipment needed as part of any facility changes. English Division and ESL Department Capital Outlay Equipment/Software Information (Table 10)  Item QuantityTotal Amt 2005-2006 QuantityTotal Amt 2006-2007 QuantityTotal Amt 2007-2008Computer Up-grade for full-time faculty 1010,000 1010,000 1010,000Scanners for faculty 10 4,000  10 4,000 10 4,000Laptops for daily loan for class 1010,000 1010,000 1010,000Office copier (ENGL) 1 5,000 English Discovery software and site licenses for each ESL Computer ESL DVD, CD, Cassette players on main and ext. campus Office copier (ESL)10,000 4,000 4,000 1 4,000 5,000 4,000Upgraded telephones, offices 10 1,000 10 1,000 10 1,000 Projected Totals38,000.34,000.38,000. Additional [to be funded by the appropriate cost center] --Scantron scoring machines for Division Office and Extended Campus sites. --Modest reference libraries for each Extended Campus site, (e.g. dictionaries, thesauri, grammar handbooks, world almanacs, etc.). --40 computers for Writing Lab facility for rotational class use as well as lab use (see Learning Services report and/or provisions in ACCESO Project, Title V Grant.) --Computer software for Reading Lab, to be supplied by Learning Services, approx. $50,000 total for both years 2006-07, 2007-08. 14. FTEF FULL TIME/PART TIME RATIO: (For division or program as appropriate) Based on the information provided by the institutional researcher in the table below, discuss FTEF Full Time/Part Time Ratio. English Division FTEF Full Time/Part Time Ratio* (Table 11)  Full Time Part TimeCurrent FTEFRatio* 15.7 69.1% 7.0*Chancellors Office goal is 75% full time to 25% part time. ESL Department FTEF Full Time/Part Time Ratio* (Table 11)  Full Time Part TimeCurrent FTEFRatio* 13.5 58.8% 9.5*Chancellors Office goal is 75% full time to 25% part time. *Note: The question of whether full-time faculty overload units [extra classes taught each semester by the majority of full time faculty] were taken into account has not been addressed here. If the many full-time faculty teaching hours in excess of 15 units per semester are not addressed as part time hours, then the ratio of full-timers to part-timers will appear artificially high. 15. PROJECTED BUDGET: English Division and ESL Department Projected Budget Information (Table 12)  (Include significant changes only)Description No.Current Budget No.2005-2006 Budget No.2006-2007 Budget No. 2007-2008 BudgetInstructional Regular*251,434,185.311,734,185.341,884,185.372,034,185.Classified Regular*2 49,458.3 74,458.3 74,458.3 74,458.Chair/Coordinator 44,962. 44,962. 44,962. 44,962.Adjunct 176,515. 200,515. 218,515. 236,515.Overload 92,317. 98,317. 104,317. 110,317.Consultant (festival speakers) 300. 0 0 0Student Salaries (Do not include work study) 0 0 0 0Professional Expert (future festival speakers) ESL teacher trainer seminars 0  700. 1,200. 700. 1,200. 700. 1,200.Memberships/Journals 367. 400. 450. 500.Instructional Supplies and Materials 1,082. 2,000. 2,500. 3,000.Non-Inst Supplies/Material (includes copy print) 22,000. 24,000. 26,000. 28,000.Personal Services Contracts 0 0 0 0Travel and Conference Mileage to Ex Campus and back 1,495. 1,100. 12,400. 10,000 13,600. 10,000. 14,800. 10,000.Capital Outlay Facilities (Remodeling and Construction) 0 220,000. 20,000. 10,010,000.Capital Equipment/Software (and repairs) 749. 25,000. 30,000. 30,000.Total1,824,530.2,448,137.2,430,887.12,598,637. *Salary only, do not include employee benefits. 16. Comments: (Optional) The large expenditure of $10,020,000.for a Language Arts facilitysmart classrooms, conference/presentation rooms, faculty offices, etc--is needed to coordinate our instructional offerings in a systematic facility that was originally delineated in the Measure Q and R Bond proposals. At the present rate, the fragmentation of instructional and professorial diasporas will become increasingly inefficient and counterproductive in our efforts to meet student demand with adequate facilities and professional accommodations, which at present are spread into every corner and obscure nook and cranny throughout the campus, frustrating communication and efforts for sharing common resources. The above withstanding, other than the restoration of conference travel and mileage and the expected standard computer upgrades, our projected budgetary increases are relatively modest.     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"W"/census)---------------------------------------------------------------------------------------------------------------------------'- !A-----  Arial- 2 D End of Term- Arial-2 Retention Rate- Arial-2 (non "W"/census)---------------------------------------------------------------------------------------------------------'- !A-----  Arial- 2 |Success- Arial- 2 Rate- Arial-2 (Grade A,B,C,CR)---'- -'- -  "- "- !-- !-- !-- !-GG- !G-  - ! -- !-==- !=-]ZZ- !e]Z-]88- !e]8-]##- !e]#-]""- !e]"-]  - !e] -]  - !e] -]  - !e] -]  - !e] -- !-- !-YOY - !YO-- !-SS- !S-- !-- !-- !-##- !#-WW- !W-- !-- !-- !-''- !'-[[- ![-- !-- !-- !-++- !+-__- !_-- !-- !-cc- !c-- !--'- 'ObjInfo WorkbookJ&SummaryInformation( DocumentSummaryInformation8< ɀ\pStaff Ba=l=hX/ 9X@"1Arial1Arial1Arial1Arial1Arial1Arial1Arial1xArial1Arial1Arial"$"#,##0_);\("$"#,##0\)!"$"#,##0_);[Red]\("$"#,##0\)""$"#,##0.00_);\("$"#,##0.00\)'""$"#,##0.00_);[Red]\("$"#,##0.00\)7*2_("$"* #,##0_);_("$"* \(#,##0\);_("$"* "-"_);_(@_).))_(* 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_AuthorEmail_AuthorEmailDisplayName%R-Program Review - table 6 grade distribution orEdawn.chun@imperial.edu6 Dawn Chunim FMicrosoft Excel WorksheetBiff8Excel.Sheet.89q Oh+'0HPdt  Dawn Chun StaffhuMicrosoft Excel@_1168778756 Fr.+r.+Ole PRINT ACompObjfF:  I   ''  ' '  Arial- Arial-- Arial- Arial- Arial--  2 %AI; 2 %BI= 2 %CI= 2 %DI= 2 %FI3 2  %II 2 J %CrI=! 2 4 %NCI== 2 I %WIOArial-2 # ENGL 0508=A//// 2 #269/// 2 #179/// 2 #0.0// 2 #0.0// 2 #0.6// 2 #0.0// 2 #0.0// 2 # 0.0// 2 #b 81.0/// 2 # 6.1// 2 #` 12.3/// 2 # 66.5/// 2 #87.7/// 2 #81.6///2 W ENGL 0608=A//// 2 W32// 2 W18// 2 W0.0// 2 W22.2/// 2 W33.3/// 2 W22.2/// 2 W0.0// 2 W 0.0// 2 W 0.0// 2 W 0.0// 2 W` 22.2/// 2 W 56.3/// 2 W77.8/// 2 W55.6///2  ENGL 0628=A//// 2 171/// 2 134/// 2 29.1/// 2 32.8/// 2 12.7/// 2 9.7// 2 0.0// 2  0.7// 2  0.0// 2  0.0// 2 ` 14.9/// 2  78.4/// 2 85.1/// 2 74.6///2  ENGL 0638=A//// 2 204/// 2 162/// 2 32.1/// 2 30.9/// 2 13.6/// 2 6.8// 2 0.0// 2  0.0// 2  0.0// 2  0.0// 2 ` 16.7/// 2  79.4/// 2 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Retention - Arial- 2  Rate- Arial-2  (non "W"/census)---------------------------------------------------------------------------------------------------------------------------'- !c5-----  Arial- 2 f End of Term- Arial-2 Retention Rate- Arial-2 (non "W"/census)---------------------------------------------------------------------------------------------------------'- !c-----  Arial- 2 Success- Arial- 2 Rate- Arial-2 *(Grade A,B,C,CR)---'- -'- -  "- "- !-- !-- !-- !-ii- !i-  - ! -11- !1-__- !_-]||- !]|-]ZZ- !]Z-]EE- !]E-]DD- !]D-]6 6 - !]6 -]  - !] -]  - !] -]  - !] -- !-- !-YqY - !Yq-- !-SS- !S-- !-- !-- !-##- !#-WW- !W-- !-- !-- !-''- !'-[[- ![-- !-- !-- !-++- !+-__- !_-- !-- !-//- !/-- !-- !--'- 'ObjInfoWorkbook&SummaryInformation(DocumentSummaryInformation8<      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~ ɀ\pStaff Ba=l=hX/ 9X@"1Arial1Arial1Arial1Arial1Arial1Arial1Arial1xArial1Arial1Arial"$"#,##0_);\("$"#,##0\)!"$"#,##0_);[Red]\("$"#,##0\)""$"#,##0.00_);\("$"#,##0.00\)'""$"#,##0.00_);[Red]\("$"#,##0.00\)7*2_("$"* #,##0_);_("$"* \(#,##0\);_("$"* "-"_);_(@_).))_(* #,##0_);_(* \(#,##0\);_(* "-"_);_(@_)?,:_("$"* #,##0.00_);_("$"* \(#,##0.00\);_("$"* "-"??_);_(@_)6+1_(* #,##0.00_);_(* \(#,##0.00\);_(* "-"??_);_(@_)0.0                + ) , *  0@ @ 8@ @  @ @ 0@ @ 4@ @ 4@ @ 0@ @  $@ @ 8@ @ 0@ @ 8@ @ 8@ @ 8@ @ 8@ @  8@ @ Z8@ @ Z8@ @ Z0@ @ ` Sheet1$Sheet2%Sheet3TW%%Total Initial CountTotal Census CountGrades - Fall 2004 Retention Rate (non "W"/census)+End of Term Retention Rate (non "W"/census)Success Rate (Grade A,B,C,CR)%A%B%C%D%F%I%Cr%NC%WDivision Average IVC AverageDepartment Average ENGL 050 ENGL 060 ENGL 062 ENGL 063 ENGL 064 ENGL 065 ENGL 066 ENGL 072 ENGL 073 ENGL 074 ENGL 076 ENGL 084 ENGL 085 ENGL 091 ENGL 092 ENGL 093 ENGL 094 ENGL 095VEnglish Division/ESL Department Grade Distribution and Retention Information (Table 6)M * h l  ɀ  dMbP?_*+%MHP LaserJet 1200 Series PCL4C odXXLetterDINU"4J4"dXX??U} } $} $} } } } m} $} } I} } $} m} } $ @@@     @  $" ! !    $  $ $  "#              %&% p@`f@K?  ݇[@T@ 49ȼ@ 49ȼ(@ dnP@ cfhU@FudT@ @@2@886@@@886@  886@~   L@ qqS@rqK@ `e@`@rv =@-j@@=P9_)@kL*g#@~ HTn?   -@ se4S@ ¯DU@1R@ i@@d@uk~X @@~X <>@<ݚ)+@<ݚ)@  0@ ZZZZZS@ VUUUUT@["S@ l@e@aa;@VUUUU4@~ )@0 0 #@<<@  $I$:@ /袋.R@ ۶m۶MR@m۶m[N@ d@@`@;;+@;;=@؉؉@@ON@ى؉?  ;;-@ &lS@ ؉XU@؉ S@  @U@@Q@ (3JD@ K?8@ ,d1@ (3J@ s\;0?   ,d!@ KKKKKKT@ MozV@ zӛT@  d@^@ UUUUUC@ 4@1@ @  @   /@ /袋.R@  U@ *S@  l@g@ ozӛt8@ ,d! 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