ecc board of trustees documents/2017_02_23...let's talk, heinle picture dictionary, true...
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ECCBoardofTrustees
ExecutiveSummary
Date: Febuary 23, 2017
Subcommittee: Consent Agenda
Agenda Item: SUNY Request Form: Approval of State Aid for a Non‐Credit Remedial Course to offer Pre‐Collegiate English as a Second Language Institute ‐ submission of form is requested by ECC Pathways to Success Pre‐Collegiate Studies Program
This item is for: For Board's Approval Backup Documentation: Attached to this document
Background Information:
The key components of the SUNY updated guidelines for review and approval of non‐credit remedial offerings eligible for state aid are:
Remediation Defined as: Eligible courses are those which meet the criterion “Instruction concerned with diagnosing, correcting or improving such basic skills as oral and written communications, reading, analytical concepts and general study habits and patterns, to overcome in part or in whole any particular marked deficiency which interferes with a student’s ability to pursue an educational objective effectively.”
Alignment: Campuses have the opportunity to more closely align their non‐credit remedial courses and programs with academic offerings, thus defining “an educational objective” as pursuit of a higher educational credential. Noting that stackable credentials often provide a pathway for students to enter into credit‐bearing degree programs, this higher education credential may take the form of a program of academic activity leading to a degree or certificate.
Assessment: The revised guidelines take account of best practices for student completion and success, as well as evidence‐based assessment of non‐credit remedial courses or programs.
Reasons for Recommendation:
This non‐credit course PCESL003‐Pre‐Collegiate Intensive English as Second Language (ESL) is designed to develop English vocabulary, grammar, speaking and listening skills to successfully prepare for college enrollment. Students will develop academic skills which will support their learning across disciplines.
Fiscal Implications:
To receive state aid for approved courses and programs, campuses must submit course, term and student information as part of standard SIRIS reporting. ECC seeks to increase non‐credit course offerings and enroll those completing High School Equivalency and Pre‐Collegiate Studies work into degree and certificate programs.
Consequences of Negative Action:
Lost revenue from enrollment of students in ECC degree and certificate programs by those completing ECC’s high school equivalency and Pre‐Collegiate programs.
Steps Following Approval:
Courses deemed by ECC to be eligible for state aid will be submitted for review to the SUNY Office of
Academic Programs and Planning ‐ System Administration on a rolling basis. A regular review period for these subsequent submissions will be determined through consultation with campus representatives.
Contact Information If Any Questions:
Richard C. Washousky, Provost and Executive Vice President, North Campus Phone: (716) 851‐1500 / E‐Mail: [email protected]
Appendix B
Request Form: Approval of State Aid for a Non-Credit Remedial Course
Campus
1. Name: Erie Community College
City, North and South Campuses
Program
Contact
2. Name:
Justin J. Kiernan
3. Email:
4. Phone:
(716) 851-1242
Chief Academic
Officer
5. Name:
Richard C. Washousky
Provost and Executive Vice President
6. Email:
7. Signature:
8. Date
Note: Signature of the Chief Academic Officer assures that the proposed course or
program is consistent with SUNY policy and affirms full academic oversight by the
campus. Signature also verifies that quality controls, including assessment and
reporting requirements are in place and satisfy §602.5 and MSCHE accreditation
standards. The signature also affirms that the proposal has met all applicable campus
administrative and shared governance procedures for consultation.
About the
Course
9. Designation &
no.
PCESL-003
10. Course title:
Pre-Collegiate English as a Second Language Institute
11. Course Description:
This course addresses the needs of ESL students who would like to attend college but
want to improve their skillset for successful completion of college. This course helps
students develop English vocabulary, grammatical, oral language and library skills so
they can become a successful college student. Students will develop literary and
analytical skills, which will support their learning across all disciplines.
12. Please separately attach to this form a course syllabus.
See attached course outline (Course Outline – PCESL003-Pre-Collegiate English as
Second Language Institute)
Alignment with
Credit- Bearing
Coursework
13. Identify the credit-bearing course and/or program for which the proposed non-
remedial course or program is designed to prepare students.
a. Designation & no.
EN031/EN041
EN132
EN137
EN142
EN147
EN240
EN275
b. Course title:
Reading Writing II\Oral II
Reading/Writing (Lecture)
Grammar for ESL
Oral/Aural
Accent Reduction for ESL
College Reading
Study Skills, Culture in Community
14. Is this course equivalent to any financial aid-eligible course offered on a semester
basis—for imputed credit or equivalent credit? If so, identify course designation,
number and title in the boxes below NO
a. Designation & no.
N\A
b. Course title:
N\A
Alignment with
Guidelines/
Campus/SUNY
Priorities
15. Describe how the course or program is consistent with the Non-credit Remedial Course
Aid: Program Guidelines as well as with campus and SUNY mission/priorities:
This Program is aligned to be consistent with Non-Credit Remedial Course Aid: Program
Guideline §601.7:
Participation in cooperative educational programs, services and arrangements. Subject
to approval of the local sponsors, the board of trustees of a community college may
participate in cooperative educational programs, services and arrangements with
colleges, universities, school districts, board of cooperative educational services
through contract or otherwise, and join any cooperative association of such educational
institutions formed as a corporation pursuant to section 216 of Educational Law.
The mission of the Pathways to Success Department is to increase the successful movement of
students from basic educational programs to college completion through partnerships between
Erie Community College, Buffalo Public Schools Adult Education Division, Erie 1 BOCES,
Kenmore-Tonawanda School District, Maryvale Community Education, Erie 2-Chautauqua-
Cattaraugus BOCES and Orleans-Niagara BOCES. These partnerships include a common
design of student intake, seamless education services and timely connections between the
participating institutions.
These goals help satisfy ECC’s Mission Statement – calling for access to education for all
students in our service area – and the following Strategic Initiatives from the ECC Excels
Strategic Plan 2016-2021:
Accessibility: Increase enrollment by providing services that are accessible and adapt to
student needs.
Work to increase student readiness through individualized case management.
Non-Credit Enrollment: Maximize number of Pathways students (ESL)
Build a pipeline for under prepared ESL students.
Increase number of ESL students ready for credit bearing coursework upon
completion of PCESL-003 (Pre-Collegiate English as a Second Language
Student Placement: Identify student readiness gaps and customize success plans for incoming
students:
This course will identify gaps in college readiness and successfully provide that
seamless transition to College credit bearing coursework.
Faculty 16. All faculty are approved as ECC adjuncts to instruct at Erie Community College.
This process follows the same practices as are followed by courses offered for credit.
Course Schedule
17. No. of meetings per week:
Class schedules:
5 days per week 360 hours, per
semester
18. Hours per meeting:
5 hours per day
Varies by semester
19. How many weeks:
Course schedule varies by
length of semester:
Fall – 360 hrs. – 24 hrs. per
week for 15 weeks
Spring – 360 hrs. – 24 hrs.
per week for 15 weeks
Summer – 360 hrs. – 30
hrs. per week for 12 weeks
Course Location 20. City, North and South Campuses
Enrollment/Fees
21. Confirm that
course is open
admission (n):
22. Estimated semester /
annual enrollment:
540 per year
23. Estimated
annual avg.
course FTE:
450 per year
24. Course tuition
per student:
Yes Paid by ECC
Foundation
$1.00
25. Course fees per
student:
$0.0
26. Co-sponsor, if any:
None
27. Funding sources other than non-
credit remedial State aid if
applicable:
None
Assessment
28. Please separately attach to this form an Assessment Plan.
See attached file: Assessment Plan – PCESL003-Pre-Collegiate English as a Second
Language Institute
Please submit form and required attachments via e-mail to: [email protected].
Erie Community College
Course Outline
Non-Credit Remedial Courses
A. Unit Code and Suggested Course Title:
PCESL003-Pre-Collegiate English as Second Language Institute (ESL)
B. Curriculum/Program: Pathways to Success
C. Catalog Description: This course addresses students’ needs to develop English vocabulary, grammar,
oral language, and listening skills to successfully prepare for college enrollment. Students will develop
literary and analytical skills, which will support their learning across disciplines.
D. Duration of Instructional Period: Five days a week for a total of 360 hours per course / per semester.
Fall 360 hours – 24 hours per week for 15 weeks
Spring 360 hours – 24 hours per week for 15 weeks
Summer 360 hours – 30 hours per week for 12 weeks
E. Academic Credit/Contact Hours: NA. This is a non-credit course.
F. Suggested Text/Course Materials: Instructional materials will be determined by Instructor, which
will cover English instruction to assist ESL students to successfully transition to college completion.
Module 1 – Oral and Written Communications I
Module 2 – Reading and Vocabulary I
Module 3 – Composition I
G. Course Outcomes: Upon completion of this course, the student will be able to:
Improve reading, writing, and conversational skills at the college level.
Understand descriptive spoken narrative and comprehend abstract concepts in familiar contexts.
Utilize library resources to locate authentic information and sources to answer questions or solve
problems.
Learn to critically assess the relevance of available information in online library database systems.
Learn to effectively take notes from lectures.
Write well-formed sentences with appropriate mechanics, and develop multi-paragraph essays with
proper organization, spelling, and grammar.
H. Program Competencies:
1. To assist English as a Second Language high school students and adults with their transition into
college.
I. SUNY General Education Knowledge and Skills Areas: NA.
J. ECC Learning Outcomes:
1. Communication (LV1)
2. Critical Analysis and Reasoning (LV1)
K. Student Learning: Students are evaluated according to knowledge levels that are measured by the
TABE (Test of Adult Basic Education) Exam. Students will be tested in LEVEL E 9/10 upon entrance
into program. Assessment will take place at the start of program, at the 180 hours into program and at
the end of program to ensure student success. Upon completion of a post-test, a student will take the
ESL placement test for college admittance.
L. Library Resources:
Students will complete practice activities related to and/or housed in the Learning Resources Center.
1. Beginning Level: Ventures, Foundations, Word by Word Basic, Picture Stories (textbooks), and
Rosetta Stone
2. Intermediate and Advanced Levels: Ventures, Side by Side, Word by Word, English in Action,
Let's Talk, Heinle Picture Dictionary, True Stories (textbook series)
3. Our Computer Instruction classes use the "Computers for ESL Students" textbook, Mavis Beacon,
and Microsoft Office.
M. Topical Outline: See following pages for topical outlines for three Modules
N. Outline Prepared by: Patricia A. Ziolkowski
Topical Outline - Module 1 Oral and Written Communications I
Module 1 - ESL 003- ORAL AND WRITTEN COMMUNICATIONS I
Course Description
Provides practice in the sound, stress, intonation, structural patterns, grammar, vocabulary, and idioms of
beginning-level English. Credits are not applicable toward graduation. 24 hours per week for 120 hours.
General Course Purpose
To give low-intermediate ESL students the opportunity to develop skills in understanding and producing
correct English structures through oral and written communication. To provide practice listening to and
understanding academic lectures
Course Objectives
Goal 1 - Students will be able to produce a sentence orally
Objectives:
use correct stress at the word level
use appropriate sentence stress
pause at word/phrase boundaries
Goal 2 - Students will be able to use intonation patterns appropriately
Objectives:
use grammatical patterns with appropriate voice inflection
use grammatical patterns appropriately
use word and sentence stress and intonation patterns correctly
Goal 3 - Students will build accuracy in basic sentence structures
Objectives:
use appropriate verb form and tense
edit writing for agreement
Goal 4 – Students will be able to understand class discussion and academic presentations
Objectives:
identify main ideas and details of academic lectures
develop basic note-taking skills
Major Topics to be Included
Listening/Speaking
Emphasis on listening and speaking skills in context of an American classroom
Large and small group activities
Emphasis on learning to interact and function in groups
Formal and informal presentations
Emphasis on organization and content of presentations
Practice in clear communication
Emphasis on delivery of ideas (pronunciation, eye contact, comfort in delivery)
Aural Comprehension
Emphasis on understanding and following class discussions and presentations
Writing/Grammar
Emphasis on writing and grammar skills to include:
Basic sentence structures
Basic verb system
Articles
Agreement
Topical Outline - Module 2 Reading and Vocabulary I
Module 2 - ESL 003 - READING AND VOCABULARY I
Course Description
Provides instruction and practice in reading and vocabulary development at the low-intermediate level.
Improves students’ reading fluency, proficiency, and vocabulary to enable them to function adequately in
ESL Level 3 and prepare for college-level reading. Credits are not applicable toward graduation. 24 hours
per week for 120 hours.
General Course Purpose
To give low-intermediate students in Level 2 of the College ESL Program opportunities to improve
reading fluency and develop vocabulary. Modern techniques, equipment, and materials are employed.
Emphasis is placed on reading and responding to readings in written form.
Upon completing the course, the student will be able to:
Comprehend simple authentic text or short sections of longer text and:
read to answer specific factual questions
read to answer inferential questions
distinguish fact from opinion in the text
state the main idea of the text
participate effectively in group discussions of the ideas in the text
restate ideas from the text in their own words
respond to the text in writing.
attain competence in vocabulary usage to: o use an English-English dictionary with increasing
speed and accuracy
rely on context clues, both for guessing and in conjunction with dictionary usage
expand vocabulary by learning synonyms
expand vocabulary by using suffixes to change word forms
Major Topics to be Included
reading to obtain information
reading for pleasure
responding affectively to readings
identifying main ideas
summarizing
improving reading and learning habits
improving reading and processing rates
Topical Outline - Module 3 Composition I
Module 3 - ESL 003 – COMPOSITION I
ESL 003 – COMPOSITION I
Course Description
Provides instruction and practice in the writing process, emphasizing development of fluency in writing
as well as competence in structural and grammatical patterns of written English. Credits are not applicable
toward graduation. 24 hours per week for 120 hours.
General Course Purpose
To give intermediate ESL students an opportunity to practice and refine writing skills in the context of the
paragraph and other longer pieces of writing with a focus on increasing fluency and accuracy.
Course Objectives
Goal 1 - Students will be able to write well-organized and developed paragraphs or longer pieces of
writing.
Objectives:
Given a topic, students will be able to:
generate ideas
focus on a main idea
organize support
write a first draft
include a concluding sentence
revise the writing
edit the writing
Become familiar with and utilize word processing skills
Goal 2 - Students will be able to use simple, compound, and complex sentence patterns in their writing.
Objectives:
After generating ideas about a topic, students will be able to:
construct simple sentences
construct compound and complex sentences
use punctuation appropriate to each sentence pattern
Goal 3 - Students will build fluency and accuracy in writing.
Objectives:
use appropriate word forms in sentences
use vocabulary appropriate to the context
edit writing, focusing on verb forms including base form, infinitive, gerund, verb tense, and
agreement (subject/verb, singular/plural, and pronoun reference)
Major Topics to be Included
Emphasis on composition skills to include:
Prewriting skills
Drafting
Revising
Editing
Focusing, organizing, and developing main idea sentences
Grammar
Verb forms, including models, base forms, infinitives and gerunds
Basic verb tenses and auxiliaries
Word order, including punctuation, use of articles, and passive voice
Clause structures
Erie Community College (ECC)
Assessment Plan
PCESL003-Pre-Collegiate English as a Second Language Institute
For purposes of consistency, the term “evaluation” refers to evaluation of student progress
towards meeting course outcomes. The term “assessment” refers to the assessment of the
program or course success in helping students to meet those outcomes.
Student Evaluation Process:
Students are evaluated according to knowledge levels which are measured by the Test of Adult
Basic Education (TABE) assessment. Students will be assessed using the full battery of the
TABE; starting with the Locator to determine TABE level (Easy, Moderate, Difficult,
Advanced). Students will be assessed upon entrance into the program, after 180 hours of
instruction, and upon exiting the course with the ESL ACCUPLACER.
Student Assessment:
TABE assessment is used for pre-test scoring. The ESL ACCUPLACER placement test will be
used for post-test scoring and college admission.
Program Assessment:
All information is housed by Xenegrade online database system. Program assessment includes
student success and placement into college. The Xenegrade Database ensures creditable data to
support ECC FTE funding and partnership Employment Preparation Education (EPE) funding.
Upon entering ECC as a credited student, success is monitored by using a department database,
which tracks the completion of their educational journey at ECC. Ellucian Datatel is also used to
monitor grade point averages (GPAs) of students who successfully completed their goals with
ECC’s Pathways to Success Department.
Course Assessments:
Pre-Collegiate ESL will review the program with administration and faculty to discuss strengths
and weakness to be addressed. A program review is conducted on a regular basis to ensure
program effectiveness.
Annual reports are submitted at the college to the Governance and Planning Academic
Assessment Committee and the Office of the Provost and Executive Vice President. The
committee reviews the reports and makes recommendations to the Provost and Executive Vice
President for additional corrective actions as needed.