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Academic Affinity and Beyond

Academic Affinity and Beyond. Susan DePhilippis Judith Otterburn -Martinez Atlantic Cape Community College, NJ. Purpose . ESL Curricula changes Approximately 500 students enrolled Are ESL students prepared when they leave the ESL program ? Foster colleague awareness

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Academic Affinity and Beyond

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  1. Academic Affinity and Beyond Susan DePhilippis Judith Otterburn-Martinez Atlantic Cape Community College, NJ

  2. Purpose • ESL Curricula changes • Approximately 500 students enrolled • Are ESL students prepared when they leave the ESL program? • Foster colleague awareness • What issues/concerns do other departments have with Non-native English Speakers (NNES)?

  3. Session Overview • Administration • Development • Questions and Results • Lessons Learned: • ESL curricula adapted • Linguistic needs identified • Academic culture needs addressed

  4. Administration of Survey • Administered through Survey Monkey • Full time and adjunct faculty asked to participate face to face and with a handed note given at a mandatory faculty day • Survey and information followed up by email and Survey Monkey link • ESL department chair reminded department chairs for faculty participation • Second email reminder with link

  5. Survey Content and Response • 16 question survey • Questions asking to compare native and non native speakers about frequency, performance and grading of: • Oral presentations • Writing assignments- in and out of class • Behavior during class sessions • Behavior when interacting with professors • Demographic information about professors • 115 responses ( 34% full time & 66% adjunct) • Variety of disciplines- English, Math, Science, Computer Science, Psychology, History, Communication, Business, and Art.

  6. 3. With what Speechissues do your non-native English speaking students struggle giving ORAL PRESENTATIONS that native English speaking students do not? (Choose all that apply.) Example Questions Areas of Problems in : • volume • pronunciation • hesitation or repetition • speed • length • eye contact & body language • other: _________________ 44% 71% 40 % 33%

  7. Example Questions 4. With what DELIVERY AND VISUAL AIDE issues do your non-native English speaking students struggle giving ORAL PRESENTATIONS that native English speaking students do not? (Choose all that apply.) • completing assignment appropriately • accuracy of information given • combining facts, information, opinion and conclusion in a logical, cohesive way • applying “book” information to real-life scenarios, drawing original conclusions • plagiarism • collaborating with classmates: participating in group assignment • sentence structure – order of subjects, verbs, objects, adjectives, etc. • word choice • verb tenses and timeframes • spelling • other: _________________________ 63% 49% 55%

  8. 6. With what issues do your non-native English speaking students struggle regarding these WRITING ASSIGNMENTS that native English speaking students do not? Example Questions • following/ understanding directions • accuracy of information given • combining facts, information, opinion and conclusion in a logical, cohesive way • applying “book” information to real-life scenarios, drawing original conclusions • plagiarism • expressing individual ideas, thoughts and opinions clearly • sentence structure – order of subjects, verbs, objects, adjectives, etc. • prepositions (on, in, at …) and articles (the, a, an) • word choice • verb tenses and timeframes • Spelling • other: _____________________________ 76% 51% 55% 58%

  9. 8. With what issues do your non-native English speaking students struggle doing these EXAMS and/or other course ASSESSMENTSthat native English speaking students do not? Example Questions • difficulty finishing the work in the given timeframe • following/understanding directions • accuracy of information given • combining facts, information, opinion and conclusion in a logical, cohesive way • completeness of information given • applying “book” information to real-life scenarios, drawing original conclusions • expressing individual ideas, thoughts and opinions clearly • sentence structure – order of subjects, verbs, objects, adjectives, etc. • prepositions (on, in, at …) and articles (the, a, an) • word choice • verb tenses and timeframes • Spelling • other: ___________________________ 56% 44% 56% 58%

  10. Example Questions 9. Mark which aspects of grading are important when assessing ALL students’ writing assignments and exam answers. (1 being least important and 3 being most important)

  11. Example Questions 10. What do non-native English speaking students struggle with during class sessions that native English speaking students do not? (Choose all that apply.) • lateness/leaving early • absenteeism • unprepared (no text, paper etc.) • homework incomplete or not done • does not work well with others • disruptive • note-taking • listening/responding to impromptu questions/dialog • does not participate/very quiet • cell phone calls or other distractions • other:____________________________ 42% 73%

  12. Example Questions 11. With what do non-native English speaking students struggle when INTERACTING with you as the course INSTRUCTOR that native English speaking students do not? (Choose all that apply.) • does not attend office hours • disappears for multiple class sessions • does not explain problems • inability to communicate effectively with instructor • inability to resolve needs (ex. questioning grade on a test, missing a quiz etc) • other:_______________________________________ 39 % 40 % 38 %

  13. Colleague Awareness Point: involving the faculty of other disciplines in the process of identifying cultural and linguistic needs, so they will be more approachable to post-ESL students.  • ESL Presentation to whole faculty (fall 08) • Break out session (fall 10) • Anonymous survey • Interviewing faculty on an ongoing basis

  14. Negative Lessons Learned: • In survey, unclear of department v. course taught • In survey, unclear on how many and how frequently professors have NNES students • With survey, further study is needed for online instruction • Within department, no tracking for student success or failure

  15. Positive Lessons Learned: • New lower level grammar course implemented this spring • New lower level pronunciation course projected start fall 2012 • Revising all course outcomes based on data • Continuing dialogue with colleagues as ESL curricula changes

  16. Questions and Comments?

  17. Thank You! For more information, comments or questions please email us: Susan: sdephili@atlantic.edu Judith: jotterbur@atlantic.edu

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