Ahp presentation 2-25-13

Dual Language English

Immersion Programs in Higher

Education

HACU 10th International Conference

February 28, 2013

Carmen Lizy Lamboy, Ed.D.

Ameritas Hispanic Pathways

Ameritas College Educational Services

Peter McAliney, MBA

Ameritas College Educational Services

1

Agenda

• Introduction – Dual Language Learning

• Ameritas Model

• Early Results

• Ongoing Initiatives

• Recap

• Closing Activity

2

Icebreaker: Challenges/Goals for Adult, 2nd

Language Learners in Your Higher Education

Institution

Institution

Challenge Goal

Break out into groups of 4-5 to address - report out . . .

3

• Academic services

• Student services

• Recruiting

• Financial aid

• Admissions

• Marketing

• Career placement

The Hispanic Pathways Model

4

AMERITAS HISPANIC

PATHWAYS

ACADEMIC SERVICES

CAREER PATHWAYS

STUDENT SERVICES

MARKETING ADMISSIONS

The Hispanic Pathways Model

5

AMERITAS HISPANIC

PATHWAYS

ACADEMIC SERVICES

CAREER PATHWAYS

STUDENT SERVICES


Agenda


• Ameritas Model

• Early Results


• Recap


6

7

Integrated Academic and Student Services

1 2

3

4 5

We introduced a language framework based on

the Common European Framework of

Reference (CEFR).

C2

Mastery Level

C1

Effective Operational

B2

Vantage Level

B1

Threshold Level

A2

Way stage Level

A1

Break-through Level

8

Basic Intermediate Advanced

1-CEFR

gabriella-rino B2.wmv




veronica-melisa B1.wmv




CEFR (II)

CEFR

To identify beginning, mid, and

end points

To design curriculum

and syllabus

Inform discipline –

specific vocabulary

To assess student

language learning

objectives

9

1-CEFR

CEFR: Language Learning Outcomes

(LLOs) were identified – “The Promise”

In order to show better progress throughout the program , we

divided the levels into three sub-categories (i.e. B1.1, B1.2,

B1.3).

10

1-CEFR

Dual Language English Immersion (DLEI)

Framework

Built off of Center for Applied Linguistics (CAL) Guiding

Principles for Dual Language English Immersion Education.

Strand 1 Assessment and Accountability

Strand 2 Curriculum

Strand 3 Instruction

Strand 4 Staff Quality and Professional Development

Strand 5 Program Structure

Strand 6 Family and Community

Strand 7 Support and Resources

11

2 -DLEI

DLEI Framework: Strand 1 Assessment and

Accountability (I)

• Language Assessment upon entry

• Online and in-class assessments

• Two assessment categories – Behavioral reinforcement

• Reinforce development of success-oriented learning characteristics

• Low stakes

– Content mastery

• Cumulative builds

• Content and language rubrics

12

2 – DLEI-1

Rubric for Reading Comprehension, Spoken Interaction , Spoken Production and Written Interaction

To be used for: Postings: Written or Oral at CEFR B1.1 Criteria Unacceptable 0% Limited 50% Good 80% Excellent 100%

Participation (20%)

Delivery Quality (10%)

Content

Contribution (20%)

Use of

References &

Supporting

Theory (10%)

Connections to

Professional

Practice (10%)

Language

- Reading -

Comprehension (15%)

Language

- Reading -

Response (15%)

Speaking Production/ Interaction: Written Interaction:




2 – DLEI-1

DLEI Framework: Strand 2 Curriculum

• WASC

• Built upon a hierarchy of learning outcomes

– Institutional Learning Outcomes

– Program Learning Outcomes

– Course Learning Outcomes

– Weekly Learning Outcomes

– Language Learning Outcomes

14

2 – DLEI-2

DLEI Framework: Strand 3 Instruction

• Scaffolded

– Extensive use of graphic organizers

• English and Spanish

– Resources

– Instructors

• Language supported

• Comprehensive instructor notes

– A valid and reliable framework to assure learning

outcomes are achieved for In-class component

15

2 – DLEI-3

DLEI Framework: Strand 4 Staff Quality and

Professional Development

• Dual language in and out of the classroom

• Extensive training

– Ameritas philosophy and learning model

– Technology

– Rubrics

– Relationship with Student Success Specialists

• Access to dual language teaching strategies

• Participation in Advisory Boards

• Write for the “Ameritas Chronicle”

16

2 – DLEI-4

DLEI Framework: Strand 5 Program Structure:

Language Scaffolding Gen Ed/

Upside Down Enter Trimester 1-4

Gen Ed/ Upside Down Exit Trimester 5-7

300-400 Level Enter Trimester 8-11

300-400 Level Exit Trimester 12-14

Percent Spanish Translation Weekly Introductions 100% 75% 50% 25% Resources 100% 75% 50% 25% Discussion Questions 100% 75% 50% 25% Hand in Assignments 100% 75% 50% 25% Signature Assignments 100% 75% 50% 25% Projects 100% 75% 50% 25%

Other Scaffolds Suggested Graphic Organizer Usage 50% 50% 25% 25% Video/Audio Transcripts 50% 50% 25% 25% Additional Resources (Spanish and/or English) 50% 50% 25% 25% Spanish Available Communication with Students 100% 100% 100% 100%

17

2 – DLEI-5A

18

Example: Information Literacy

• Introduction to library resources

• Database search

• Citations

• Research paper timeline

• Information integrity

• Open source resources

• Plagiarism and academic integrity

• Writing resources


Skill Scaffolding

2 – DLEI-5B

19

1st Course

Curriculum

2nd Course

Curriculum

3rd Course

Curriculum

4th Course

Curriculum

5th Course

Curriculum

• Intro to library

resources (1)

•Database search (1)

•Citations (1)

•Information integrity (1)

• Open source

resources (1)

• Plagiarism … (1)

•Writing resources (1)

•Intro to library

resources (2)

• Database search (2)

•Citations (2)

•Research paper

timeline (1)

•Info integrity (2)

•Open source

resources (2)


•Write resources (2)

•Citations (3)

•Research paper

timeline (2)

•Info integrity (3)

• Open source

resources (3)



•Citations (4)

•Research paper

timeline (3)

•Open source

resources (4)



• Citations (5)

• Research paper

timeline (4)

• Open source

resources (5)


• Write resources (5)

Integrating tools in situ, over time supports changing and/or reinforcing

behaviors required for successful long-term use by students.


Skill Scaffolding (II)

2 – DLEI-5B

DLEI Framework: Strand 6 Family and

Community (I)

• Financial Aid monthly workshops (free to community) – FAFSA

– Cal Grant

• Career guidance and resume writing workshops (free to community)

• Participation with Hispanic Chambers of Commerce

• Member of Inland Empire Hispanic Leadership Counsel

• Partnerships with local CA Assembly Districts as possible community service partners

• Outreach to the Catholic dioceses in the area as well as other religious groups/institutions

20

2 – DLEI-6


Community (II)

• Establishment of Advisory Councils – Inland Empire Community Advisory Council

– Coachella Valley Community Advisory Council

• Role of the Advisory Board Members – Act as Ambassador for Ameritas

– Assist and promote scholarship activities

– Help ensure our current academic programs meet the changing needs of our corporate partners and community

– Propose new academic programs that will benefit the community

21

2 – DLEI-6


Community (III) • Community Outreach:

– Adult Schools

– High Schools

• Diocese and individual parishes or churches

– Non-denominational church groups with Spanish services

– Community groups like COFEM, Migrant Farmworker

groups, Social Services (Migrant Farmworkers Education

through Riverside County, TODEK legal services –

services to immigrants, Think Together afterschool

programs)

• Business Partnerships with Professional Hospital Supply,

Agua Caliente Band of Cahuilla Indians, Northgate Markets …

more to follow

22

2 – DLEI-6

DLEI Framework: Strand 7 Support and

Resources

• Student Success Specialists provide “One Stop

Model” student support

• Register and monitor academic progress based

on Educational Plan

– Personalized, weekly support calls during 1st term

– Personalized, biweekly support calls during 2nd term

• Outreach to new and continuing students for life

and school balance

23

2 – DLEI-7

Student Success Specialists available from

program inception through graduation

LBSU 100

• Week 0 – Preliminary Outreach

• Week 1 – Welcome and Validation Outreach

• Week 2 – Classroom Experience Outreach

• Week 3 – Study Skills and Resource Outreach

• Week 4 – CSI Results Outreach

• Week 5 – Campus Life Outreach

• Week 6 – Registration Outreach

• Week 7 – Life/School Balance Outreach

• Week 8 – Good Luck on Finals Outreach 24

2 – DLEI-8

Upside Down Curriculum

PSYCHOLOGY CRIMINAL JUSTICE ORG LEADERSHIP

Trimester 1 Fall 1 LBSU 100 B1.1 LBSU 100 B1.1 LBSU 100 B1.1 Fall 2 LBSU 101 B1.1 LBSU 101 B1.1 LBSU 101 B1.1 1 & 2

Trimester 2 Spring 1 SPNU 110 B1.1 SPNU 110 B1.1 SPNU 110 B1.1 Spring 2 COMU 101 B1.1 COMU 101 B1.1 COMU 101 B1.1

3 & 4 ENGU 103 B1.1 ENGU 103 B1.1 ENGU 103 B1.1

Trimester 3 Summer 1 PSYU 101 B1.2 PSYU 101 B1.2 PSYU 101 B1.2 Summer 2 LBSU 105 B 1.2 LBSU 105 B 1.2 LBSU 105 B 1.2

5 & 6 ENGU 104 B1.2 ENGU 104 B1.2 ENGU 104 B1.2

Trimester 4 Fall 1 FSNU 200 B 1.2 FSNU 200 B 1.2 FSNU 200 B 1.2 Fall 2 RELU 110 B1.2 RELU 110 B1.2 RELU 110 B1.2 7 & 8 MATH 103 B 1.2 MATH 103 B 1.2 MATH 103 B 1.2

Trimester 5 Spring 1 PSYU 201 B1.2 CJCU 250 B1.2 CSCU 200 B1.2 Spring 2 SOCU 391 B 1.2 SOCU 391 B 1.2 MGTU 301 B1.2 9 & 10 PSYU 301 B 1.3 CJCU 411 B 1.3 ACCU 201 B 1.3

Trimester 6 Summer 1 ESCU 101 B 1.3 ESCU 101 B 1.3 ESCU 101 B 1.3 Summer 2 COMU 410 B 1.3 CJCU 408 B 1.3 ECNU 201 B 1.3

11 & 12 PSYU 322 B1.3 CJCU 403 B1.3 ACCU 202 B 1.3

25

3

Contextualized Teaching and Learning (I)

• The program includes creation of an ePortfolio, an electronic record of the student’s accomplishments over time

• Students are prompted by instructor in every course to update their ePortfolio

• Work artifacts include – A particularly impactful audio or written post

– A written assignment that illustrates the student’s critical thinking ability

– An in-class assignment that shows a particular strength

– Written, audio, or video reflection summarizing a student’s accomplishments in her/his coursework

26

4

Contextualized Teaching and Learning (II)

• “A Brand Called Me” is a career-focused assignment that students enhance, work, and update during their program

• Includes important elements to support academic and professional success – Personal mission statement

– Important industry resources

– Existing and required skills for a profession

– Mentor strategy

• Identifying mentors

• Reaching out to mentors

• Determining a strategy to work with your mentors

27

4

The Lumina Foundation

28

5

The Associates Degree has already been mapped to the

DQP at the Program Level.

The Lumina Degree Qualification Profile (DQP)

and the Ameritas Model

Course and language learning outcomes are

mapped to DQP knowledge areas.

LBSU 101 B1.1

PSYU 101 B1.2

Specialized Knowledge

Describes the scope and principal features of the field of study, citing core theories and practices, and offers a similar explication of a related field.

Illustrates the field’s current terminology. WLO

1.2*

Generates substantially error-free products exhibits, or performances in the field. CLO 5*

WLO

1.2

Broad, Integrative Knowledge

Describes how existing knowledge or practice is advanced, tested and revised. CLO 6

Describes and examines perspectives on key debates within the field and in society.

LLO

3.2***

Illustrates core concepts of the field while executing analytical, practical or creative tasks. WLO 2.1

Selects and applies recognized methods in interpreting discipline-based problems.

For purposes of the DQP, mapping is usually done both for general education courses and for

some courses in each major field, beginning with courses most commonly taken.

* WLO –Weekly Learning Outcome (e.g., WLO 1.2 = learning outcome 2 in week 1)

** CLO – Course Learning Outcome (e.g., CLO 5 = course learning outcome 5)

***LLO – Language Learning Outcome (e.g., LLO 3 = language learning outcome 2 in week 3)

5

Agenda


• Ameritas Model

• Early Results


• Recap


30

65.9%

59.1% 58.9% 59.6% 57.8%

68.5%

61.5% 61.5%

66.7%

63.7%

60.2%

54.6% 53.0%

62.2% 59.1%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Focus & Meaning Content &Development

Organization Language, Voice& Style

Mechanics &Construction

LBSU 100, Week 5

LBSU 101, Week 1

ENG 103, Week 3

WRITING DIMENSION

DIAGNOSTIC RESULTS: WRITTEN ENGLISH P

ER

CE

NT

Instrument – Vantage Corp. MyAccess©

Based on the same writing diagnostic INSTRUMENT, English written skills improved

along the WRITTEN DIMENSION OF “language, voice, & style” (+2.6%) AND

“MECHANICS & CONSTRUCTION” (+1.3%) from the 1st course to the 3rd course.

Ameritas achieved a rating of 4.76

satisfaction and 4.75 importance.

32

Student Feedback: Commentary from First

Cohort What an experience this class has been! I believe we all got to know

each other but we learned the most about ourselves. Our instructor

knew that there was confident student inside of us all. Our instructor

made us realize we all had wings and we only needed to discover

them and learn how to fly; thus discovering our full potential. Thank

you for helping us to find our wings!

I’m so used to putting my family and household first, that it’s

become a routine. But now I have to learn to put my studies

ahead of housework in the mornings because that is the time my

kids are at school and it’s the best time for me to get things done.

Since this is a new school I did not expect a well-structured program. To my

surprise, the class exercises were pre-printed by our instructor and from day

one she covered every subject thoroughly and patiently. I also did not expect

such a welcoming faculty. Soon you will feel at home and will see many of the

faculty as role models as you meet them and converse with them.

33

Strong Community Support

“We’re very thankful that Ameritas College is here in the Inland Empire making it possible for

Hispanic adults to get the education they need to be successful. Ameritas will help the city of

Ontario meet its goals and objectives to create and maintain economic value by providing an

educated workforce.”

Paul Leon, Mayor, City of Ontario

“Ameritas College is a custom made university for our Hispanic community. It will provide our

workforce an opportunity to build a better future for themselves and their children. We are hopeful

that with our partnership, the quality of life will improve in this vastly growing region. Thank you

Ameritas for being a part of our Inland Empire Community.”

Jaime Hurtado, President, Inland Empire Hispanic Leadership Council

“I know how important education is, it has been a big part of my life for many years.

What Ameritas College stands for is amazing. I admire Ameritas College for giving our

Latino community the opportunity to better their lives. This program will impact so

many lives. I am sure Ameritas College will be a great success and positively affect our

community.”

Linda Miranda, Office of Superintendant, San Bernadino County Schools

34

Not much is truly unique in higher

education. But the new Ameritas

College sure sounds different.

Ameritas has a singular focus on

Latinos who are working adults.

Ameritas will offer relatively low-

cost, accelerated associate and

bachelor degree tracks. Its

curriculum is designed to “crack

the code” of helping Latinos get to

graduation.

“

Enthusiastic Reception

“ The pathway to higher education can be blocked for some would-be students because they are not proficient enough in English to succeed in a traditional college. And as they grow older, they may find their opportunities further constrained by their lack of a degree.

z

“ A great deal of

appeal... There is

greater demand

than there is

capacity.

“ [Community colleges

and public universities]

are not close to

addressing the needs

of California Hispanics

today.”

35

Agenda


• Ameritas Model

• Early Results


• Recap


36

Academically Rigorous Online Coursework Developing first virtual learning environment designed for dual-language instruction

37

Beginning to develop a fully online approach to

program delivery.

Awarded prestigious

$250k Next Generation

Learning Challenge grant

to develop online platform

Language Learning

Outcomes

Language Level

Social Support

Financial Literacy

Schedule Constraints

Internet Access

Agenda


• Ameritas Model

• Early Results


• Recap


39

Our Model is Designed to Address…

40

AMERITAS HISPANIC

PATHWAYS

ACADEMIC SERVICES

CAREER PATHWAYS

STUDENT SERVICES


Language & Program

Outcomes

Language

Level

Internet

Access

• Determination of Service Elements in

Partnership – Student Service, Enrollment and

Marketing Services

– Strategy

– Planning

– Execution

Hispanic Pathways Service Elements

41

Language & Program

Outcomes

Language

Level

Internet

Access

• Market research / needs assessment to

– Quantify the target market and its HE consumption

characteristics

– Identify educational attainment statistics

– Determine the employer need/student interest matrix

– Determine attainable tuition parameters

– Identify market influencers and communication channels

– Identify jobs that carry bilingual premiums

– Identify high demand employment areas that require a HE

credential


Marketing

42

Language & Program

Outcomes

Language

Level

Internet

Access

• Recruit, train and hire bilingual Admissions team

• Manage requests for information about academic

programs

• Assist prospective students with application and

material requests


Admissions

43

Language & Program

Outcomes

Internet

Access

• Recruit, train and hire bilingual Student Services team

• Applicants – Qualification of applicants

– Financial Literacy

– Manage Language Assessment

– Transcript review

• Students – Orientation

– Program counseling

– Tutoring assistance

– Continuing student outreach

– Career Planning

• Hand off fully prepared application package to the host college


Student Services

44

Language & Program

Outcomes

Language

Level

Internet

Access

• Conduct needs assessment

• Identify appropriate academic programs

– Associate v. Bachelors

– Program Types

– Prepackaged Ameritas or New

• Manage course development

– Design customized DLEI courses / License existing DLEI

courses

– Assist with conversion of current courses to DLEI courses

• Recruit, train and evaluate faculty

• Manage program assessment metrics

• Institutional / Regulatory Approval Process (if needed)


Academic Services

45

Language & Program

Outcomes

Language

Level

Internet

Access

• Identify industries in need of a bilingual

workforce

• Create partnerships with local employers

• Develop bilingual career and networking

support and resources

• Liaison with the host college Career

Center


Career Pathways

46

Agenda


• Ameritas Model

• Early Results


• Recap


47

Exercise: Closing

• Reflect on what we have learned in this class (i.e.,

session!) by answering the following:

– 3 points about what I have learned

– 2 questions I still have

– 1 way I can apply what I have learned today

• For the upcoming week . . .

48

Carmen (Lizy) Lamboy-Naughton, Ed. D.

Chief Academic Officer/Director

Ameritas College Educational Services, LLC/Hispanic Pathways

16355 Laguna Canyon Road, 2nd Floor, Irvine, CA 92618

t 949 341 7651 m 949 540 4974

[email protected]

Peter J. McAliney, MBA

Executive Director Program Design and Development

Ameritas College Educational Services, LLC

16355 Laguna Canyon Road, 2nd Floor, Irvine, CA 92618

t 410-849-9490

[email protected]

49

Thank you!

www.ameritashispanicpathways.net

mailto:[email protected]

mailto:[email protected]

Documents

Ahp presentation 2-25-13