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National Association for Bilingual Education
Phoenix, ArizonaJanuary, 2006
Prof. Luis ZayasDr. Luis Burgos
Dr. Carmen L. Lamboy
The Role of Higher Education in the Development of the Bilingual Professional
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Objectives
• Discuss seven essential steps in the development and implementation of a successful program to serve underserved adults
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Objectives
• Present the development of the Accelerated Dual Language model as a case study-– to illustrate the development of
such a program– to demonstrate the possibility of
serving the fastest growing underserved segment: Latinos
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Objectives
• Provoke internal and external discussion of the need to develop programs to adequately serve the underserved
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Who we are
Sistema Universitario Ana G. Méndez (SUAGM)School for Professional Studies Accelerated Learning Program
Dual Language Accelerated Learning
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FIRST: DEFINE WHY YOU WANT TO DO IT!
• Establishes parameters for development
• Becomes a benchmark to assess how far you can go and how far you have traveled
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• Financial: additional enrollments and income for the institution– Powerful incentive that opens
doors and gains allies– Usually puts a cap on how far
you can go
Reasons to serve the underserved
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Reasons to serve the underserved
• Image and public relations– Powerful initial motivator– Usually provides for short-term
attention and limited scope
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• Mission–Provides ample room for
comprehensive development and expansion
–Establishes connection to institutional and external reality
Reasons to serve the underserved
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SUAGM: A combination of reasons provides the greater motivation
• SUAGM vision is to achieve projection beyond Puerto Rico
• Opening a center in a Latino community in the US that is mostly Puerto Rican was financially possible and sustainable
• Providing access to underserved populations has been the driving force behind SUAGM’s foundation and development
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What do I do if this combination does not exist at my institution?
– Fast growth of underserved population segments creates powerful financial and public relations incentives for action
– Future growth of institutions depends on ability to attract and serve population segments that are growing
– If not in the mission…negotiate space for your own mission
•CREATE IT!
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SECOND: DEFINE WHO YOU WANT TO SERVE
• Important to research the numbers, growth, composition and characteristics of the targeted population
• Gives clear focus to your efforts• Diverse population have diverse
needs– Resist the temptation to be all
things to all
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• 58% increase in the Latino population in the United States (1990-2000)– Largest and fastest growing
minority group: over 40 million in 2004
– Latino population has increased over 6% in 42 states; over 21% in 26 states
• 40% of Latinos are first generation
SUAGM: The definition of our target population
US Bureau of the Census, 2000; Passel, 2004
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• Educated bilingual professionals have more and better employment opportunities–Florida study indicates that
they make an average of $7,000 more annually
Creating Florida's Multilingual, Global Workforce, 2000UF, UM & FLDOE
SUAGM: The definition of our target population
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• Latinos represent 15% of the US population-–Only 10% of university
students
US Bureau of the Census, 2000
SUAGM: The definition of our target population
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• Latinos have lower success rates in the educational system:– 3 times the HS dropout rate of Anglos– 35% go on to college vs. 46%– 18% receive a bachelors vs. 37%
• Differences with first generation Latinos is significantly greater
• Completion rates of adults is 2/3 that of Anglos
US Bureau of the Census, 2000; Pew Hispanic Center, 2005; Fry, 2002
SUAGM: The definition of our target population
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• Latino mastery of the English language affects access to higher education– 18% of US population speak a language
other than English at home• 60% of them speak Spanish
– 85% of Latinos speak Spanish at home– 14 million Latinos report that they do not
speak English “very well” (49%)
US Bureau of the Census, 2000
SUAGM: The definition of our target population
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• Conclusion– Latinos represent the fastest
growing and most underserved population segment in the US
– In order to increase access of Latino adults to higher education we need alternative programs that will allow for:• Enhancing English skills
SUAGM: The definition of our target population
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THIRD: LEARN ABOUT AND FROM YOUR TARGET
POPULATION• Research projects and best and
failed practices• Listen and consider their needs
and expectations
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Research
• Search for information, visit or contact other institutions and projects serving your population
• Search the literature for research on current practices
• Prepare targeted feasibility, market and other studies
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Learn about needs and expectations
• Meet with community, government and private sector representatives and groups
• Conduct focus groups of potential students
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SUAGM: Search for best and failed practices
Bilingual education
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• Dual language characteristics complements Adult Learning Principles – curriculum is content based – effective language learning is tied to
real-life goals– includes experiential or hands-on
activities– spirit of collaboration and peer
interaction
Why Dual Language and not Transitional?
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SUAGM: Search for best and failed practices
• Accelerated education: successful experience as alternative to meet the need for flexibility and convenience
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SUAGM: Targeted research
• Conducted feasibility study to determine overall demographic trends in the area, market need, workforce demands, and geographic distribution of target population
• Conducted market share and enrollment projection study
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SUAGM: Learning from those we want to serve
• Conducted focus groups of target population– Considered differences within the
population in determining group composition: national origin, language usage, place of residence/work
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SUAGM: Learning from those we want to serve
• Meetings with:– Community leaders– City, county, state and economic
development government officials– Human resource area or other
corporate representatives
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SUAGM: What we learned from those we wanted to serve
• Students from our target group were most concerned about issues traditional students are concerned: accreditation, faculty, financial aid
• Learning English is high priority but they recognize the need for a facilitating environment where they can use their language
• Location is essential
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FOURTH: UNDERSTAND WHAT HAS PREVENTED THE INSTITUTION FROM SERVING THIS GROUP
• Critically analyze why they are currently not being served
• Define what needs to change
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Reasons for being underserved
• The politically incorrect but widely held reason…– “They can’t cut it.”– “They are not well prepared.”
• The more likely but hard to accept reason…– The institution does not offer the
programs and services they need– The institution is not well-prepared to
attract, retain and serve the needs of the group
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The need for change
• Institutions need to examine how current programs, services, attitudes and image impacts their ability to serve new populations
• If it is not reasonable to expect the institution to change-– Create an institutional space where
change is allowed and possible
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SUAGM: What we changed…
• We had to learn to understand, respect and serve diversity-– within our Latino community: national
origin, language usage– within racially and ethnically diverse
community• Our centers needed greater academic
and administrative autonomy to identify and respond to these changes: Branch Campus
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FIFTH: DESIGN A PROGRAM THAT MEETS THE NEED AND OPENS THE
DOORS TO THE UNDERSERVED
• Key Components• SUAGM’s model
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Key components of the design
• Academic program and support services that meet the needs of the target population
• A business plan that realistically & strategically estimates program income and costs as well as benefits to the rest of the academic community
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The Relationship between Need and Program Design
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Need
• Wide diversity in language mastery– Academic Preparation– Migration History– Usage
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Response• Computerized placement testing in
both languages with immediate grading and data collection • Required prior to enrollment
• Development of different language levels• Immersion• Developmental• First Year• Second Year
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Need
• Adults learn what is meaningful• Language is learned best when
it is content based
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Response
• Use of both languages in all content courses
• Strictly follow 50/50 formula
• Modules
– Specify language to be used in each workshop, assignments and evaluations
• Faculty MUST use Monolingual Delivery
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Need
• Attend to different learning styles
• Wide diversity in language mastery
• Learning occurs at different rhythms
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Response
• Computerized language lab for skill development – Open lab for language and basic
skills development
– Faculty may arrange to bring their classes
– Exercises developed in-house complemented by other software
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Need
• Clientele needs to understand details of the program and feel comfortable
• Financial• Academic• Administrative
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Response
• “Sheltered environment” for students in classroom
– May ask questions in language of choice but will get answers in workshop language
– All faculty is bilingual, including those teaching language courses
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Response
• Staff speaks, reads and writes both languages
• Faculty and staff model a dual language professional and provide “sheltered environment”
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SIXTH: IMPLEMENT YOUR DESIGN WITH COMMITMENT, HARD WORK
AND OPEN MINDS AND EARS
• The start-up of a new and different program always entails going the extra mile
• Commitment becomes the real motivator
• Essential to include mechanisms for assessment and feedback from the beginning
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Activities, Accomplishments and Lessons Learned
The Orlando Experience
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Lessons learned….• Testing
– Re-design and Re-validate the Spanish Placement test based on one-year results and population served
– Establish benchmark for the transfer of English and Spanish credits based on testing results
– Tests serve as baseline for student profile and follow-up (pre and post-test)
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Lessons learned…• Academic Programs
– Contextualization of content to comply with state requirements and realities
– Extra effort in recruiting faculty in specialized areas
– Creation of academic governance structure (ASAC)
– Development of a program assessment model
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Lessons learned…
• Administration– Greater emphasis in training and
use of foreign transcript evaluation– Organizational structure was
adjusted to improve conversion rates of prospects and unanticipated student needs
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SEVENTH: DO NOT REINVENT THE WHEEL OR GO AT IT
ALONE: PARTNER!• With other institutions and
community• Pool resources and experiences• Learn from others who have been
successful
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What is AGMUS Ventures?
• Joint venture of Ana G. Méndez University System (Puerto Rico) and Regis University (Colorado)
• AGMUS Ventures created to develop educational services and products with four key characteristics:– Accelerated– Bilingual– Adult focused– Targeted to Latino markets: Latino-US and Latin
America
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Services and products
• Develop new sites for implementation of dual language education model
• Provide administrative services for institutions wanting to develop this model at their sites
• Offer licensing and consulting agreements for model implementation: feasibility studies, marketing, staff and faculty development, others
• Develop materials needed for implementation of the model
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Contact Info
Carmen Lamboy, [email protected] Luis Burgos, [email protected]
Luis Zayas, [email protected]