Appendix AStudent Equity PlanESL Department’s Response to SMC’s Student Equity Report 2005

The ESL Department has begun an ongoing discussion of the concerns related to student equity. Based on our own observations and the findings and recommendations reported in the Student Equity Report, we have begun the following:

Time Frame

Plan Discussion People Involved Status

Beginning Fall 2005.

Meetings to discuss the Student Equity Report and formulate strategies for improving student success and retention

At our August FLEX meeting we looked at the retention and persistence data; Discussions of SLOs in level meetings; revising curriculum based on diverse population (½ F-1 and ½ residents)

ESL Department members

Fall retention rates for Contract faculty was 92% and for Hourly faculty was 91%.

Beginning Summer 2005.

Use of Assessment Center data in projecting needs for basic skills offerings

Esau Tovar (Assessment & Matriculation), Jacqueline Nagatsuka (Researcher), Janet Harclerode (ESL Dept Chair).

Assessment Data used to help determine classes to add and cancel, spring semester (added 11A and 21B).

Ongoing Culturally relevant and theme-based curriculum

Our core courses are all theme-based so that language structures and vocabulary may be developed throughout the semester. We also plan to tag certain courses, e.g., one section of ESL 21A may focus on issues related to food, or a section of ESL 21B may focus on issues of

ESL Department Members; Curriculum Committee as needed to update course outlines.

Dept meeting Feb 3, 2006 to discuss curriculum overhaul, possible break-up of 12 unit ESL 10 to meet needs of working students; addition of listening component in ESL 15, reworking of 14A and 14B, addition of vocabulary course.

gender.

Ongoing Promotion of student-centered learning environments

Discussion of reworking our faculty evaluations; Classroom videotaping for instructors to evaluate classroom interactions.

ESL Department Members; Media Center

12 faculty members videotaped in spring 2006.

Fall 2005-Spring 2006

Investigation of success rates in short-term classes during the fall and spring semesters

Clearly instructors are concerned that short-term courses are too fast; however, student demand for these classes is high.

Jacqueline Nagatsuka (Researcher) and ESL Dept members.

Student success rates in short classes appears to be better in short-term (summer and winter) sessions. Need to look more closely at SLOs, not just grades.

Beginning fall 2005

Review of policies and practices of tutoring lab.

Beginning in the fall of 2005 we have instituted several changes in our tutoring services:1) offering tutoring to students with ESL concerns even if they are not enrolled in ESL classes; 2) tracking student tutoring needs to inform curricular decisions; 3) with the help of volunteers, offering conversation workshops for students in need of more oral practice (2 times a week).

John Evenhuis (Instructional Assistant), Janet Harclerode (Dept Chair), tutors, Jacqueline Nagatsuka (Researcher)

Expand conversation groups based on their success. Work to find volunteers to coordinate a few more conversation groups.

Ongoing Faculty involvement in presenting the concept of tutoring as a support for students rather than a last resort for students in trouble

The tutoring coordinator visits classrooms at the beginning of the semester to describe the services. Faculty members recommend tutoring to students. They also receive feedback from our

John Evenhuis (IA & tutoring coordinator), ESL Department Members.

IAs visited classrooms in Fall and will visit again in spring. This time they will also distribute a short survey about classes students need/ want to take in fall (early hours, online, vocabulary, etc.)

2

tutors indicating which students are seeking tutoring, and what they are focusing on in the tutoring session.

Ongoing Strategies for encouraging students to form study groups and improve their note-taking and time management skills

Study skills and note taking strategies are incorporated in our core courses and ESL 23 (reading); Student planners handed out in basic skills classes—faculty members took the opportunity to discuss planning and time management with students.

ESL Dept members; Matriculation (donation of student planners)

Student Planners Distributed Fall 05. Dept discussion regarding listening component missing in oral skills course: decision to add listening component to ESL 15.

Beginning fall 2005

Encouragement for faculty to post assignments on eCompanion or their class website

ESL FLEX meeting in August offered assistance to all instructors to develop homepages and put their course outlines on web; All ESL Dept faculty are encouraged to use the web to enhance access for students.

ESL Dept members All full-time faculty have homepages. The ESL Dept homepage now has materials for instructors to share.

Ongoing Frequent feedback so that students have a clear idea of how they are doing in their classes

Faculty members are encouraged to use eCompanion grading or other grading programs accessible on the web.

ESL Dept

Fall 2005 Skills Workshops During the activity hours faculty offer workshops on given topics: Writing Effective Thesis

ESL Dept MembersTwo workshops offered in Fall 05. Four workshops have been set up for Spring 2006: Sentence Combining; Avoiding Run-Ons and

3

Statements; Present Perfect vs. Simple Past; Using Passives in Science Writing.

Fragments; Taking and Online Class; Addressing an Essay Prompt

Beginning fall 2005; Late-start grammar support courses beginning Spring 2006

Exam during the first week on prerequisite topics to alert students of skills they need to improve on to be successful in their current course.

Diagnostics are being developed for each level; Grammar support courses will be offered as late-start classes so that students may enroll in them after getting feedback from their diagnostics and from the first few writing assignments.

ESL Dept Level Coordinators

Beginning Spring 2005

Outreach to area high schools and adult schools

Coordination with 6 area schools

ESL Dept members; Outreach Counselors

ESL Dept Outreach Committee has set up a Day of Welcome to introduce students to SMC for March 31, 2006.

2005-2006

Investigate need for bridge course(s)

Work with area high schools and adult schools; survey students in basic skills classes; survey instructors

ESL Dept, Eng Dept, Jacqueline Nagatsuka (Researcher)

Appendix BSMC DAYS DATA (Outreach to area high schools) (Spring 2006)

How did you hear about SMC Days?Culver City Ham 1 Ham 2 Venice TOTALS

Teacher 28.3 15 18 10 71.3Counselor 2.3 11 9 6.5 28.8Friend 5.75 7 2 5.5 20.25Other 1.5 2 2 0 5.5

4

What did you like best?Culver City Ham 1 Ham 2 Venice TOTALS

Snacks/Lib .5 7.5 3.5 0 11.5SMC Students

2 .5 7 .5 10

SMC T’s 10.3 10.5 10.5 4.5 35.8Visit/Lib 24.75 16.5 10 17 68.25

What did you like best?Culver City Ham 1 Ham 2 Venice TOTALS

Welcome Cent

.5 4.5 3.25 .5 8.75

EOPS 13.5 4 7.25 17 41.75ESL 17.5 15 14.25 2 48.75Learn Com 6.5 11 6.25 2.5 26.25

Do you think you will attend SMC in the future?Culver City Ham 1 Ham 2 Venice TOTALS

Definitely 11 8 10 8 37Probably 25 21 20 14 80Unlikely 0 5 0 0 5No 0 1 0 0 1No Answer 1 1N/A 1 1

*You will see decimals because some students voted for things twice, three times, and four times… and I divided their votes by .25, .33, .50. Lots of fun!

Appendix CUrban Youth Academy Summer Learning Program - A partnership between UYA, Santa Monica College, and Los Angeles Southwest CollegeSummer 2006

5

History/Background

The Major League Baseball Urban Youth Academy is a 10 acre complex on the grounds of Compton College in Compton, California. It first opened in winter 2006. The goals/objectives of the Academy are three-fold:

To develop baseball specific vocational training program and individual and team skill development programs to help effectively develop high end character traits. The Academy works diligently and positively to develop the following traits: integrity, respect, accountability, character, self discipline, personal responsibility, and teamwork.

To develop championship caliber Major League players and contributors to society. The Academy will develop a curriculum to education urban American youth in all areas of opportunity that the sport of baseball provides. Specific vocational training will be offered in the areas of athletic turf grass and field management, umpiring, scouting/player development, sports and broadcast journalism, etc. to name a few.

To develop partnerships with surrounding school districts, community colleges, universities, and youth organizations to provide educational programs and classes for students who attend the Academy. In addition, the Academy will provide tutoring and counseling for personal and academic enrichment.

To achieve the third goal, the Academy established a partnership with Santa Monica College and Los Angeles Southwest College to develop a summer learning program for its participants. The program consisted of two cohorts (English and speech) which functioned as learning communities that ran parallel to each other.

Enrollment

There was a general orientation on June 24, 2006. Participants and their parents were given an introduction to the Academy and the instructors responsible for instruction. Students were asked to fill out an SMC application as well as a consent form. Consent forms were necessary because all of the participants were minors taking college courses. An SMC admissions technician was on-site to aid in the completion of most applications.

Assessment

June 26, 2006 was the first day of classes. Initially there were approximately 38 participants. On the first day, students were given two assessments: The Stanford Reading Diagnostic (an assessment document used to determine reading levels) and 2) a writing diagnostic (provided by the English instructor) based on the reading, “Aluminum vs. Wood: Injuries Prompt Change in Bats.”(Associated Press) After the initial meeting, the tests were scored, and students were divided into two groups, speech and English. Those students who scored highly on the reading tests and who wrote unified and coherent paragraphs or essays

6

relatively free of grammatical and mechanical errors were placed in the speech cohort. Those students who may have scored well on the reading test but did not write coherent and unified paragraphs were placed in the English cohort.

Program Components

After being placed in the cohorts, students were ready to begin instruction. The academic day for the students was comprised of the following.

Speech Cohort English Cohort8:15 – 9:15 am Counseling 8:15 – 9:15 Counseling9:30 – 12:00 pm Speech 5 9:30 – 12:00 English 81S

Classes ran for five weeks, from June 26, 2006 to July 31, 2006.

Counseling 1There were two counseling sections taught by two different instructors. Although the instructors were different, the objectives of both courses were the same. The objectives of the course were

To help students improve their study skills and achieve their maximum potential in education. To guide students through a series of exercises to identify problem areas and improve skills in time management, note-

taking, test-taking strategies and memory techniques, and effective study techniques To identify self esteem and leadership abilities

Speech 5Interpersonal communication offered an in-depth exploration of the interpersonal communication processes as they occurred in day-to-day, face-to-face human interaction. Current theories of interpersonal communication were analyzed and applied with special attention to the implications of perception on interpersonal communication processes. Techniques for effective interpersonal communication were studied with emphasis on developing awareness of one’s own actions and the impact of such actions on relationships.

Verbal and nonverbal communication were analyzed and practiced in one-to-one and small group situations. Lecture, discussion, and class participation were used in learning about listening skills, feedback, communication barriers, resolving conflicts, message organization, language, and meaning. Exercises in nonverbal, role-playing, and self-disclosure helped students improve their communication in reaching personal, academic, and career goals.

English 81S

7

This was a basic introductory writing course. In class and in lab, it developed thinking skills, writing strategies, and sentence awareness as these relate to the production of paragraphs. There was a novel used in the course, The Life You Imagine by Derek Jeter (2000) and instructor generated basic skills writing materials. The rationale for choosing the reader was that students would be much more likely to read a novel if the novel presented subject matter that the students were interested in. Materials were created to increase comprehension of the novel. Materials were also created for the grammatical/mechanical/and writing component of the course. The same rationale for choosing a novel was the same rationale used to create the language materials. Students studied various mechanical and grammatical points by examining information in the novel as well as by studying materials that revolved around the topic of baseball and other sportsSince this was an SMC class, students had the opportunity to avail themselves of all of the services that SMC offers to its students. This group had the opportunity to use eCompanion, an online system that supplements classroom instruction. Using their student identification numbers and passwords, they were able to access assignments (web-based and instructor generated) and check their grades over the World Wide Web. Parents were also advised to check on their children’s grades and assignments by using the student’s user name and password

The full 27-page report is available upon request.

Appendix DESL Department Student Population (Fall 04 to Spring 06)

EthnicityFall 04

Winter 05

Spring 05

Summer 05

Fall 05

Winter 06

Spring 06

Asian 1167 370 1045 320 1299 512 1094Black/African Am 38 10 33 2 42 15 37Filipino 7 3 3 2 4 3 5Hispanic 208 56 194 67 377 182 269Native American 0 0 0 0 0 1 0Other Non-White 54 19 42 8 54 19 67

8

Pacific Islander 6 1 4 1 2 1 2White Non-Hispanic 309 88 302 91 477 211 417Unknown 37 10 28 4 50 14 29Decline to State 22 8 21 5 25 16 24TOTAL 1848 565 1672 500 2330 974 1944

CitizenshipFall 04

Winter 05

Spring 05

Summer 05

Fall 05

Winter 06

Spring 06

US Citizen 197 54 151 48 181 81 180Permanent Resident 387 134 335 116 517 261 466Temporary Resident 0 0 0 0 29 25 22Refugee/Asylee 169 57 141 45 168 57 141Student Visa 933 275 898 242 1030 307 852Other Status 57 15 43 8 226 172 139Unknown 105 30 104 41 179 71 144TOTAL 1848 565 1672 500 2330 974 1944

Appendix EESL / ECE VTEA 2003-04Mid-year Progress Report

Narrative

The ECE and ESL departments are pleased with the mid-year success of the collaborative VTEA 2003-04 grant award. Students have been enthusiastic and appreciative and the instructors and grant facilitators have eagerly fulfilled their duties while keeping watchful eyes on how the content is reaching the diverse LEP student population.

The data collected from student information sheets gathered at the beginning and the end of the fall semester from participating Psych 11 and ECE classes are in the process of being reviewed along with student responses and feedback from the monthly workshop modules and tutoring sessions. An initial data analysis suggests that ECE-LEP students are unaware of

9

their limited English skill abilities (i.e. oral/written language distinction, academic form, the writing process, retaining meaning from reading). As a result, the intervention of this grant has positively influenced student awareness of individual language limitations and has provided these students with an alternative means to improve.

The ECE and ESL faculty facilitating the grant are meeting at the close of the fall semester to discuss the mid-year data, to evaluate the workshops’ content, and to review the effectiveness of tutoring, so an even stronger implementation of the grant’s objectives can be realized next semester. The mid-year data suggests that a more focused scope is necessary to effectively define the highly diverse ECE-LEP students. An evaluation of the workshops’ content is to more effectively target student academic needs within the themes of reading, writing, and studying strategies. Reviewing the effectiveness of the tutoring service is to evaluate time availability and format.

In addition to evaluating what has already taken place under the VTEA grant, both the ESL and ECE departments are eager to incorporate the recently delivered language software with the use of the computer lab into the already established tutoring and workshop components. This will satisfy the computer lab and technology components of the VTEA grant objectives. In addition, a self-study student program can be realized allowing students to have more control of their learning outcomes and simultaneously, strive for higher academic success. This intervention will address individual language concerns, allow students to become more attuned with their studying progress, reinforce course content, encourage familiarity with the self-assessment process, and support stronger communication between instructors and students.

The collaboration thus far between the ESL and ECE departments has been very effective, adaptable, and congenial. We look forward to continuing our efforts together in the upcoming semester.

Workshops Offered

Get That "A" in Psych 11: Reading to Ace your ExamsSept 15 LA 243, 11-12:30 pm. ESL & ECE, ext. 4260 Get That "A" in Psych 11: Listening & Notetaking Oct 14 - LA 243, 11-12:30 pm. ESL & ECE, ext. 4260 Get That "A" in Psych 11: Writing an Effective Paper

10

Nov 18 - LA 243, 11-12:30 pm. ESL & ECE, ext. 4260

Appendix F ESL Sections Offered Winter 01 to Fall 06

ESLSECTIONS

Course

W 01

Sp 01

Su 01

F 01

W 02

Sp 02

Su 02

F 02

W 03

Sp 03

Su 03

F 03

W 04

Sp 04

Su 04

F 04

W 05

Sp 05

S 05

F 05

W 06

S 06

F06

ESL 10   6   5   6   5   5   4   5   5   4   4   3 4ESL 10S 2   2   2   2   2   2   1   2   2   4   2ESL 11A 2

10 3

11 3

11 3

13 3

10 2

12 3

10 3

11 3 7 6

11 3 7

12

ESL 11B 4 8 3 7 4 8 3 8 5 7 3 7 4 8 3 7 4 8 6 8 4 8 8ESL 14A   2 1 2   2 1 3   2 1 1   1   2   2   2   2 2ESL 14B 1 3   2 1 3   2 1 2   1 1 1 1 2   2   2   2 2ESL 15 1 5 2 5 1 4 2 5 1 3 2 1 1 1 2 2 1 3 2 3 1 3 3ESL 16A 1 2 1 3 1 2 1 3 1 2   1 1 1 1 2 1 2 2 1 1 2 1ESL 16B 1 2 1 3 1 2 1 3 1 2 1 1 1 1 1 2 1 2 2 1 1 2 2ESL 17   3   3   3   3   2   1   2   2 1 2   1   2 2ESL 20A   1   1   2   1   1   1   1   2   2   2   2 3ESL 20B   1   1   1   1   1   1   1   2   1   2   2 2ESL 6 2 7 2 7 1 7 1 6 1 8 1 6 1 6 1 6 1 1 1 6 1 1

11

21A 0 3 6 9 6 7 4 7 4 0 7 2 7ESL 21B 9

17 8

16 9

17 7

13 8

14 7

12 8

13 6

11 6

14

10

12 6

13

13

ESL 23 1 5 1 4   3 1 4   3   4   3   4   1   2   2 1ESL 25                               1   1 2 1   1 1ESL 28                                             2Totals

28

85

29

86

29

80

28

83

28

70

26

54

26

62

25

62

25

65

44

69

24

63

75

Appendix GESL Department Planning Timelines 2005-2006

Timeline of Goals SetTime Frame Goal Reason People InvolvedFall 2005 Begin better tracking of

students receiving tutoring services

To determine whether students’ needs are being met and whether the program needs to be expanded

John Evenhuis, Jacqueline Nagatsuka, Janet, All instructional assistants

Fall 2005 Contact skybox participants To follow up on outreach to community

Kathy, Emily, Tracey, Sharon

Fall 2005 More level meetings To improve curriculum to serve students better; develop SLOs

All ESL faculty

Fall 2005 Revamp the SMC ESL Dept Homepage

To improve communication; allow students to sign up for tutoring on-line, keep track of ESL Dept meeting minutes.

Toni and Kathy, Waleed Nasr, John Yoder

Fall 2005 Expand Conversation Group/ Tutoring session

To meet the needs of students in need of practice speaking.

John Evenhuis & volunteers

2005-2006 academic year (Focus of

Take a closer look at our curriculum; determine ways we can improve our individual

To adjust to a demographic shift: fewer international students & more residents in need of ESL-

All departmental faculty interested in working on it.

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department  meeting on Oct 11)

courses or revamp our program as needed.

type services.

2005-2006 academic year (Focus of dept meeting on Oct 25)

Develop (at least) 2 SLOs for each core courses and as possible for the support courses.

To improve teaching and learning and comply with Curriculum, Program Review & SLO Task Force requests.

All departmental faculty; spearheaded on each level by coordinators: ESL 10 – Kathy ESL 11A- Melody ESL 11B Tracey ESL 21A- Toni & Emily ESL 21B- Sharon & Judy(Reading: Melody & John) (Speaking: Judy & Tracey) (Grammar: Janet & anyone else who wants to help)

2005-2006 academic year

Collect data related to second language issues from the common essay

To see how we can better serve the needs of the 1.5 learners.  To see about the possible establishment of a bridge or sheltered class.

Led by Toni Randall (along with other 21A/B instructors Melody, John, Janet, Judy, Emily, Sharon, Tracey)

2005-2006 academic year

 

Beginning with meeting of November 22, 2005.

Work more closely with our colleagues in English, especially developmental English.

To see how we can better serve the needs of the 1.5 learners.  To see about the possible establishment of a bridge or sheltered class.

Sharon (Eng/ESL 21B); all others in department meeting.

2005-2006 and beyond

Outreach To establish better ties with other ESL programs, to reach out to people in the community who could benefit from our program, to inform our program about how to serve people in the community

John & Melody (Welcome Center event in August); Kathy, Tracey, Emily, in collaboration with Kathy Flynn;

13

better by better understanding their needs.

2005-2006 and beyond

Use course projection data and collect other data to improve scheduling of our courses

To focus the course offerings on students’ needs.

Janet & others who are interested in assisting, along with Georgia Bauman.

Spring 2006 ESL Department Goals & Accomplishments

Time Frame

Goal Reason People Involved

Outcomes

Feb 16/ Mar 2

Submit courses needing approval for fall (ESL 14A, ESL 28)

Need for vocab course and hybrid pronunciation course demonstrated in survey. Approval needed before fall scheduling deadline.

Janet, Tracey, Melody, Sharon

Courses approved by CC; scheduled for fall: New ESL 28 (two sections, one hybrid, one online), New hybrid of ESL 14A.

Feb 28 Collect Information from students regarding fall course offerings

To find out what support we have for early morning, distance ed, and new vocabulary course.

Toni, John E, Stacey, Janet

Survey results dramatically indicated a need for vocabulary course, support courses in pm. Data used to convince CC to accept ESL 28.

March 31 Outreach Event Connect with area English-learning residents in the high schools

Coordinated by Kathy and Emily with much assistance from Tracey, Sharon, outreach counselors (Kathy Flynn),

A festive day for all! Results from student surveys and surveys of program coordinators showed a need for continued collaboration. Students indicated a strong interest in attending SMC.

14

EOPS (Beatriz), and Title V (Gordon); videotaping by Melissa.

March 31 Analyze data collected from Fall Common Essay

Improve common essay, collaborate with English, complete data for program review

Toni The common essay topic was seen as difficult, but students indicated that the CE was a meaningful/ useful process.

April 1 Norming and development of rubrics at various levels

Improve student learning Department members

ESL 11A and 11B began discussing a new rubric (for further discussion in the fall); ESL 21A decided on a new common textbook: Destinations 2; ESL 21B began to discuss the possible adoption of a new textbook, shared rubrics (to be continued at fall FLEX)

May 1 Complete Curriculum updates

Improve Student learning/ Program Review

Department members; Judy (ESL 14B); Tracey, Lois, Rena (ESL 15)

Updates of ESL 14B and 15 complete but not yet submitted to CC; discussion on improvements to core courses will continue through the end of May to be submitted to the Curriculum Committee for the fall.

June 1 Begin Program Review Program Review self- Janet,

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reports: student population, support services, personnel, media, curriculum

study report due in fall Jacqueline Nagatsuka

Other (unscheduled yet successful endeavors)Online appointment services for tutoring

Improve student access; assist in tracking and success rates tied to tutoring; free up secretary to work on other projects.

John Yoder, John E, Janet

Beta testing to work out bugs will go on through the summer; planned roll out for fall.

Collect data on students receiving tutoring.

Improve tutoring services John E. Workshop offered for students in spring: addressing an essay prompt (40 students attended)

Purchase new tape recorders and DVD players

Improve materials and student learning

Pam Equipment ordered, not yet received

SLOs developed for core courses and all updated courses

Improve student learning (& required by the curriculum committee)

All department members

Work shared with SLO task force, submitted to curriculum committee as courses are submitted for approval

Appendix HSample SLO GridboxContact Person: Kathryn Sucher Date: Fall 2006

Student Learning Outcome Assessment Model: The purpose of this assessment is to improve student learning outcomes.

Mission and Goals

Intended Outcomes Means of Assessment and Criteria for Success

Summary of Data Collected

Use of Result

sTo increase Given a prompt in-class or at- Teachers will instruct students to do word

16

ESL 10 student writing fluency, speed, and volume.

home, and given a timed period of 45 minutes to one hour, students will write responses of not less than 100-150 words

counts of timed writing assignments over the course of the semester. Students will have met the goal when they write 100-150 words on the final timed writing exam

Appendix I

ESL Department Online Instruction

Best Practices DRAFT

The Chair and/or the Chair's designee has visitation rights in any or all distance education courses offered by the department.

Current practice is that all online instructors, including the Chair, are enrolled (student bypass privileges) in each other’s online courses.

Every online course has a model (generic) course shell, authored by the developer of the online course, updated to reflect changes in curriculum, and available to instructors interested in teaching the course online. The model shell includes a syllabus, course outline, and sample activities, similar to the information and materials that are provided to instructors teaching on-ground courses.

Instructors interested in teaching online are required to have done any or all of the following before teaching or developing an online course:

attend appropriate workshops offered by the college

be familiar with eCompanion and already be using some of its features in their on-ground course(s)

17

first teach the course as a hybrid or as a ½ classroom- ½ language lab course employing eCompanion and/or FrontPage

meet at least once each semester in order to share information including student evaluations

Online instructors enroll as students in their own courses in order to know how the course appears to students

Online instructors offer opportunities to students for synchronous communication with the instructor (eg. via the chatroom feature in eCollege).

Appendix J Tutoring Data for Spring 2006

ESL Tutoring Information Sheet

Spring 2006

      Total Tutoring Sessions: 769

SHOWS: 652 84.8%NO SHOWS: 84 15.2%

Molly 81 10.5%John 201 26.1%Stacey 333 43.3%Vivian 154 20.0%

769 100.0%

ESL 604 82.7%   Non-ESL 126 17.3%10 33 4.5% English 1 77 10.5%

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11a 70 9.6% other 49 6.7%11b 126 17.3%14a 1 0.1%14b 24 3.3%15 8 1.1%16a 2 0.3%16b 4 0.5%17 1 0.1%20a 21 2.9%20b 1 0.1%21a 153 21.0%21b 152 20.8%23 2 0.3%25 6 0.8%

see list of by frequency ------> Most FrequentTopics

Discussed code N %1 37 2.5% 1 parts of speech (eg: N, V, Adj, Adv) 33 119 8.0%2 12 0.8% 2 parts of sentence (eg: S, V, O) 43 107 7.2%

3 11 0.7% 3 sentence types (eg: simple, complex) 8 98 6.6%

4 5 0.3% 4 question formation--y/n or wh 27 70 4.7%5 34 2.3% 5 passive voice 15 67 4.5%6 25 1.7% 6 coordination 9 58 3.9%7 34 2.3% 7 subordination 28 58 3.9%8 98 6.6% 8 tense/aspect 42 56 3.8%9 58 3.9% 9 s/v agreement 19 54 3.6%

10 27 1.8% 10 modals / helping verbs 23 50 3.4%11 16 1.1% 11 gerunds & infinitives 44 48 3.2%12 4 0.3% 12 participles (-ed & -ing as modifiers) 30 45 3.0%13 5 0.3% 13 phrasal verbs 38 45 3.0%14 2 0.1% 14 imperative / subjunctive 1 37 2.5%

19

15 67 4.5% 15 articles & determiners 5 34 2.3%

16 7 0.5% 16 pronouns--reference, case, agreement 7 34 2.3%

17 11 0.7% 17 count vs. non-count nouns 29 33 2.2%18 14 0.9% 18 noun clauses 26 32 2.2%19 54 3.6% 19 relative clauses 25 31 2.1%20 20 1.3% 20 adverbial & conditional clauses 41 31 2.1%21 5 0.3% 21 comparative / superlative 46 29 2.0%22 7 0.5% 22 word form & formation 10 27 1.8%23 50 3.4% 23 fragments & run-ons 34 26 1.8%24 24 1.6% 24 punctuation & spelling 6 25 1.7%25 31 2.1% 25 introductions 31 25 1.7%26 32 2.2% 26 summarization 24 24 1.6%27 70 4.7% 27 thesis statements 49 22 1.5%28 58 3.9% 28 topic sentences 20 20 1.3%29 33 2.2% 29 claims 32 20 1.3%30 45 3.0% 30 support (using examples, etc.) 11 16 1.1%31 25 1.7% 31 conclusions 18 14 0.9%32 20 1.3% 32 parallel structure 35 14 0.9%33 119 8.0% 33 word choice / vocab / usage 2 12 0.8%34 26 1.8% 34 transitions / cohesion / coherence 3 11 0.7%35 14 0.9% 35 quoting / paraphrasing 17 11 0.7%36 8 0.5% 36 references / bibliography 45 9 0.6%37 5 0.3% 37 avoiding plagiarism 36 8 0.5%

38 45 3.0% 38 addressing prompt / staying on topic 40 8 0.5%

39 2 0.1% 39 register / formality 16 7 0.5%40 8 0.5% 40 voice / stance 22 7 0.5%41 31 2.1% 41 invention / brainstorming 48 7 0.5%42 56 3.8% 42 organizing / outlining 47 6 0.4%43 107 7.2% 43 revision / editing 4 5 0.3%44 48 3.2% 44 pronunciation / intonation 13 5 0.3%45 9 0.6% 45 conversation 21 5 0.3%

20

46 29 2.0% 46 reading for main points 37 5 0.3%47 6 0.4% 47 reading for author's point of view 12 4 0.3%48 7 0.5% 48 critical reading 14 2 0.1%49 22 1.5% 49 vocabulary comprehension 39 2 0.1%

1483

100.0%

* Current no-show rate for Fall 2006 is closer to 10%

Department__ESL____ Contact Person: Janet Harclerode Date: Spring 2006_Student Learning Outcome Assessment Model: The purpose of this assessment is to improve student learning outcomes.

Mission and Goals Intended Outcomes Means of Assessment and

Criteria for Success

Summary of Data Collected

Use of Results

Provide tutoring services to supplement classroom instruction and assist students in succeeding in their

classes

1) Students will express satisfaction and confidence in their tutoring experience;2)Students will succeed in their courses

Confidential Survey distributed immediately after tutoring services are received (Ratings of 4+ would indicate success)

(Averages above 4.0) See attached Tutoring

Information Sheet Spring 2006

(Appendices 4 & 7)

1) Immediate feedback for new tutors & supplementary

training.2) Establishment of Workshops in Areas of greatest demand in

tutoring

Tutor Survey Responses (Spring 2006)The tutor answered your questions and explained things in a way that you could understand. 4.68Tutoring has helped you better understand the subject matter. 4.68Tutoring has helped improve your language skills. 4.59Tutoring has helped motivate you to do better work in your class. 4.64You would use this tutor again and/or recommend this tutor to a friend. 4.74

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Appendix KWorkshops and Conversation Groups

Workshop Topics (Developed in Response to Tutoring Data) (2005-2006):Responding to Essay Prompts (Randall) Nov 4 11:30-12:15 (ESL 104)Formulating a Thesis Statement (Lodmer) Nov 10 11:30-12:30 (ESL 125)Online Program (eCollege) (Harclerode) Feb 23 11:15-12:15 (LIBR 192)Responding to Essay Prompts (Randall) May 5 11:30-12:30 (ESL 105)

Workshop Topics (Fall 2006)Online Tutoring Signup & eCompanion (Evenhuis, Randall, Nighitngale) Sept 811:30-12:45 (LIBR 192)Plagiarism: What it is and how to avoid it (Galvin) Oct 20 11:30-12:15 (ESL 125)Responding to Essay Prompts (Randall) Nov 3 11:30-12:30 (ESL 125)

Conversation Groups 2 or 3 per semester offered beginning Spring 2006

Appendix LESL Building Space (Fall 2006)

What we have in the ESL Building What we use elsewhere What we need (combining column A column B)

5 classrooms: ESL 103, 104, 104, 123, 125 (25 to 35 seats in each)

3 other classrooms (LA 220, 243, and B 101)

8 classrooms

0 lab space Shared use of DH 203, 204 (and currently I’m working on getting MLD to allow us to use the ML Lab during certain hours and days for a few students).

A computer lab (or at least space for a lab, and we can work on a grant to get the computers).

7 faculty offices (one large office is used for tutoring; one is shared by two faculty members, and 5 are for individual faculty members).

2 offices are used by our fulltime faculty in Library Village.

9-10 offices for faculty.

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1 tiny space - used for tutoring (previously a media closet).

1 large office space where tutoring can take place in small groups or two tutors can work simultaneously

1 office for the secretary 1 office for the secretary (adjacent to the chair’s office if possible easily accessible to students)

1 workspace for part-timers 1 workspace for part-timers in LV

1 large work area for part-timers to work, keep file drawers and hold office hours with students and/or a few smaller offices where part-timers can share space and meet with students

1 closet (with file drawers for part time faculty & bookshelves where we keep references and desk copies, and a refrigerator)1 closet for media equipment (unless there is an attached smart cart in each classroom)

1 large closet for desk copies and storage of supplies

3 rest rooms (2 public & 1 for faculty) 2 restrooms

Appendix M

Things we noticed Things we did to remedy the situation Date completed

Summer 05- some concerns regarding security and safety of students

Posted campus police number in each classroom;Requested student medical information to be used in case of emergency

8-25-05

Students succeed in a course, getting, for example a C grade even though their skills are not sufficient to move to the next level.

Worked on developing SLOs that would help.

Low-scoring (on placement assessment) students tried to take ESL 10 but weren’t successful.

Once the non-credit program was reinstituted, we had the assessment center give students information about the non-credit program if their scores were low.

8-5-05

Students wanted to see tutors to practice speaking. Set up two conversation groups. Tutors coordinate it and volunteers are involved in helping out.

9-10-05

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Students need to take support courses but don’t take them because when they realize they need them, it is too late to enroll in the class.

Set up late start classes in grammar (20A, 20B, 16A, and 16B) and some fully online to give students more flexibility.

Spring 2006

Residents, students who take adult school classes, do not matriculate to SMC in large numbers.

A committee was formed to work with Kathy Flynn in outreach to local high schools: Venice, Santa Monica, Fairfax,

Spring 2005; Fall 2006

Tutoring data was collected on blue cards in a file box, but the data wasn’t being used because there was no way to work with it.

We worked with Jacque Nagatsuka (researcher) and John Evenhuis (our tutoring coordinator) to design a day log for tutors. John collects the data at the end of the week and puts it on an Excel Spreadsheet. Now we can easily see who is seeking tutoring, numbers from particular classes, and topics most frequently discussed during tutoring.

Fall 2005

Data collected in tutoring services showed that students’ reasons for tutoring were clustering around four or five specific areas.

We set up workshops for students on the topics: 1) Responding to an essay prompt (Toni Randall) ; 2) Formulating a thesis statement (Emily Lodmer); 3) Sentence combining (Melody Nightingale); 4) Sentence Types (John Hoover) offered on Fridays and during the activity hours on T and Th.

Fall 2005/ Ongoing

Students expressed frustration (complaints to chair and other dept members) about not being able to sign up for tutoring when the secretary was not available; a disproportionate amount of the secretary’s time was being spent on scheduling tutoring appointments at the window and on the phone.

We worked with John Gonzalez, Jocelyn Chong, and John Yoder to set up an on-line tutoring appointment system.

November 2005Beta tested Summer 2006Up and running Fall 2006

Night students were having trouble scheduling tutoring appointments.

IA go to PM class to make student appointments until online system is in place.

March 2006

Put secretary’s computer on a swivel to help her teach students how to schedule appointments online.

June 2, 2006

Students indicated doubt about taking an online or hybrid course due to unfamiliarity with the online platform

We offered two workshops (Fall 2005 & Fall 2006)(3 attended in Fall 2005; 17 attended in Fall 2006; we found it helpful when instructors encouraged students to attend and participated themselves).

Fall 2005Fall 2006Ongoing

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Ongoing concern regarding plagiarism, especially in 21B.

Set up “How to Avoid Plagiarism” workshop; enhance curricular work around plagiarism: Liz Galvin’s task –models of good paraphrases vs. plagiarized work. Support Senate’s/ Student Affairs Committee efforts. Review turnitin.com and mydropbox.com (Marasco?)

Fall 2006/ Ongoing

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