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Multicultural English Series Mark A. Schneberger Professor of English

Multicultural English Series Mark A. Schneberger Professor of English Multicultural English Program Coordinator. HISTORY. HISTORY For the past decade or more the college has had similar classes for international students only.

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Multicultural English Series Mark A. Schneberger Professor of English

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  1. Multicultural English Series Mark A. Schneberger Professor of English Multicultural English Program Coordinator

  2. HISTORY • HISTORY • For the past decade or more the college has had similar classes for international students only. • The classes hardly ever “ made” because we didn’t have the growth and because they were not promoted. So, the students were mainstreamed and we had a mix of NES and NNES students. • The NNES Students did not do as well as we or the college would have liked. • So three years ago because of data showing that NNES students don’t do as well, an increased push to have greater impact on students happened. Also the change happened because the college saw large growth in the number of multi-lingual students. • The department came up with the concept of multicultural English Composition I and II courses. • The classes are not only for international students but are for those whose first language is not English or whose home language is not English (1.5 generation students, etc).

  3. Differences and improvements • The classes have the exact same requirements as traditional Comp I and Comp II. • They use the same book • They have the same syllabus • They have the same number of essays. • They are taught with the same rigor—sometimes more—than traditional comp I classes. • For instance they have: • Presentation component. • Revision requirements. • Outlining requirements. • Conferencing requirement

  4. Differences and Improvements • They are taught by fulltime faculty as opposed to adjuncts. • And they are taught by those who have had specialized training to work with or many years of experience working primarily with these populations • The classes took off like a rocket and are regularly full with struggling students who are trying to master English writing.

  5. Data • The data looks great—especially when compared with students who are taking traditional Comp I and Comp II. • The students are being retained at higher number (89 percent in Fall 2008 84 percent in Spring 2009) • They are passing (86 percent in Fall 2008 and 84 percent in Spring) • They are persisting (77 percent in Fall 2008 and 66 percent in Spring) NOT all programs require Comp II • They are more successful in Comp II, and they are writing just as well. (89.5 percent passed Comp II….79.5 percent passed Comp II with a different teacher than they took Comp I with).

  6. Implications and Challenges • Classes across campus for multicultural students— Multicultural American Fed Gov, Psychology, Biology or History—anything with very different terms or high reading and writing courses. • Challenges— • We still need more data. • We are in the beginning stages of coming up with an exit test for Comp I and Comp II to ensure the students are ready. Data shows they are, but we want to be more certain • Timeline of taking classes—students can still take time away from the course sequence. They can skip semesters if they don’t like writing. • Need more sections!

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