Leeward CommunityCollegeENG 98A – Introduction to CTE Language Arts Skills

Current Statistics According to the U.S. Dept. of Labor, in

2013, there were 645,000 jobs open in the trade, transportation, and utility sector and 253,000 jobs in manufacturing.

Yet in 2012-2013, only 38% of Leeward CTE students obtained industry-recognized credentials, certificates, or degrees. We need to pull this up.

Leeward Community College Offers both Certificate and AS degrees

for CTE students Certificate students must pass ENG 22

and ENG 102 AS degree candidates must pass ENG

100 and ENG 102

CTE Application Requirements Students must complete ENG 22

(Developmental Writing) and 102 (College Level Reading) before acceptance into CTE programs

For some, that could mean up to three semesters of developmental English classes before starting their program.

Exit Points/Leaky Pipeline Research demonstrates that multi-

semester developmental classes are detrimental to student success as it allows for more exit points through failure or attrition (Hern).

At Chabot College, site of one of the first accelerated programs, student success rates went up from 23% to 45% with acceleration.

Acceleration = 6 credits/1 semester Students must

Be motivated Find relevance in lessons, modules, and

general curriculum Persevere through 16 arduous weeks of

reading and compositional instruction.

Onus on Teacher to Inspire

Helen Keller and Anne Sullivan. Museum of the City of NY: Getty Images.

Governing Tenets of Leeward’s ENG 98A If the course can tie students’ personal and

professional interests to assignments, self-motivation is more likely to occur.

If the course can serve as a “trial run” for real world scenarios, vocational knowledge, performance, and ergo confidence will increase.

If one can increase student “buy-in” and alleviate fear and, yes, hostility towards English, student success will follow.

ENG 98A - SLOsStudents will Read closely to determine what the text says explicitly and

to make logical inferences from it Cite specific textual evidence when writing to support

conclusions drawn from the text Gather relevant information from multiple sources, assess

the credibility and accuracy of each source, and integrate the information while avoiding plagiarism

Demonstrate command of the conventions of standard English grammar and usage when writing

Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level.

What Does ENG 98A Offer? Accelerated learning

ENG 18,19,21,22 in a single semester Students meet MWF for two consecutive class

periods Holistic reading instruction Pedagogical foundation

Greeno’s Situated Learning (2006) – one develops knowledge in situ

Markham’s utilization of technological tools to facilitate the global learner in solving authentic problems (2011)

Hern’s California Accelerated Project (2010)—developmental learning in college-level context

From the Student’s Perspective SLOs are the same as “regular” ENG courses All content from their specific CTE field and general business

documents: emails, letters, memos, etc. Students direct correspondences and sales proposals to a

specific fictional business for a safe yet “real world” target audience

Critical thinking = business etiquette and ethics as well as social responsibility

Students can utilize projects and assignments in their chosen vocations to meet ENG SLOs

Students direct and drive curriculum

=Students motivated by personal and professional interests and goals.

GoalsIncrease Pass rate in developmental English courses Matriculation rate of CTE students into major Retention of CTE students in English courses Retention of CTE students in major Degree/Certification rates Job placement Skill readiness if students change majors

and enter non-CTE academic programs

Curriculum Problem Based Learning Project Based Learning Scaffolded lessons Diversified curriculum Technology as tool (academic and

business) Collaboration: instructor-community,

instructor-student, student-community, student-student

Ongoing Assignment:Class Website

http://leewardcceng98a.weebly.com

Students will build and update this site throughout the term culminating in a finished web-based portfolio.

On to ENG 100: Modules (Scaffolded PBL Writing

Assignments)   Five ENG 100 ESSAYS FOCUSING ON VOCATION AS OPPOSED TO ESOTERIC TOPICS Autobiographical Narrative:  Personal background, what led them to

this point, immediate vocational  goals, long term occupational goals with a plan for getting to goals.

Observational Essay:  Shadow someone in student’s chosen vocational field.

Explanatory Essay (intro to research):  History of professional industry in HI to current day (sources include 1 interview with individual working in field--see #2)

Persuasive Essay:  Why customers should choose this business over others in same industry

A Solution to a Problem (CULMINATING PAPER):  Problem brainstormed with rest of class, e.g., tsunami, China supplier closes, HI’s military base closes

   -How will ONE’S business adapt???