Basic Skills English/ESOL Lab

Basic SkillsEnglish/ESOL Lab Mark Manasse and Kristin Krogh

Agenda • Introduce English/ESOL Lab • Discuss Mission Statement • Q&A on Goals • Q&A on One-Year and Five-Year Plan • What are we? What aren’t we?

Mission Statement • Instructional Assistants work in conjunction with English/ESOL faculty to improve Basic Skills students’ reading, writing, and study skills in an individualized and/or workshop setting to encourage an increase in student success, retention, and persistence in Basic Skills classes.

Goals of the English/ESOL Lab • IA's and faculty work with students one-on-one to provide individualized and guided feedback on assignments for English/ESOL Basic Skills classes • IA's work with English/ESOL faculty to provide workshops that are directly connected to Basic Skills English/ESOL class content. • The Lab communicates with English/ESOL faculty to help identify and target specific student needs. • The Lab provides a centralized and appealing location for IA's and faculty to work with English/ESOL Basic Skills students. • The Lab creates a sense of community for Basic Skills students, IA's, and faculty. • The Lab uses multiple measures of research to monitor English/ESOL student success, retention, and persistence.

English/ESOL Lab

One Year Plan Accessible two-to-three days per week Create and provide a list of free websites for faculty and students Organize I-122 in appropriate English lab fashion Create a system to provide students with feedback on progress. Five Year Plan Increase accessibility Monday through Saturday Have a collection of software and materials available for student use Creation of English Lab Building Provide students with consistent feedback on progress. Plans for Infrastructure

Infrastructure Q&A • What kind of software/books/electronic accessories do you want? • Perfect world: In general -- What do we need? What do we want?

One Year Plan Tabulate Basic Skills student involvement via sign-in sheets and manual input Have face-to-face contact with as many English/ESOL Basic Skills students as possible Use Qualitative and Quantitative research to monitor Basic Skills student success, retention, and persistence Five Year Plan Electronic tabulation of Basic Skills students involvement Have face-to-face contact with at least 75% of Basic Skills English/ESOL students Use Qualitative and Quantitative research to monitor Basic Skills student success, retention, and persistence Plans for Research

One Year Some English/ESOL faculty members mention English lab in syllabi Get input on English Lab improvement from English/ESOL faculty Create a faculty referral/completion form for students who would benefit from individualized attention Some faculty members hold shared office hours in the lab. Five Year English lab incorporated into all syllabi Communicate with other campus resources such as counseling, DSPS, EOPS, PLACe Online referral/completion system A majority of faculty members hold shared office hours in the lab. Plans for Faculty

Faculty Q&A • Two Part Question: Do you as a faculty member have an area of expertise you would like to share with Basic Skills students? Would you run a workshop about it? • What kind of information would you want included on a English/ESOL Lab referral/completion form?

One Year Plan Hold periodic workshops for Basic Skills students IA’s hold some office hours in the lab Hold IA training sessions Recruit IA’s via word of mouth and outreach. Five Year Plan Hold regular workshops that are highly promoted and attended in conjunction with faculty input IA's hold all office hours in lab. Weekly IA training sessions Have established contacts with surrounding campuses for IA recruitment Plans for IA's

IA Q&A • What topics do you want IA's to cover during their workshops for Basic Skills students? • What kind of training do you want the IA's to have while in the lab?

One Year Prepare flyer and make available to faculty for distribution. Email updates to faculty about upcoming events/workshops Invite classes to visit English/ESOL Lab for orientation Five Year Have established class visits for English/ESOL lab promotion. Have events/workshops listed on website Lab orientation materials available for students and faculty during lab visit and online on our website Plans for Outreach

One-Unit Pass/No Pass grammar/writing/reading classes held in, or in conjunction with, the Lab Create and email newsletter written with student input. Lab coordinates lower-level class-visits to the next class in a series. For example, ESOL 40 visits a 48/49 class. Other Long-Term Plans

What Are We? What Aren’t We? • We Are • A Community • Communicators • Caring • A caring community of communicators. • We Aren’t • Miracle Workers • Mind Readers • (M)Editors • Mind reading, miracle working, (m)editors

FAQ • What are the operating hours for Fall 2009? • During Fall 2009, the lab will open from 9-12 M/T/Th • Why are these the hours? • Money and room availability • What about next semester? • We don’t know yet, but we hope to expand • When can Faculty hold office hours in the lab? • Contract faculty will be holding shared and scheduled office hours in the lab on Tuesday/Thursday afternoons from 12 to 5. • Adjuncts can hold shared office hours in the lab as well on Tues/Thurs afternoons from 12 to 5. Otherwise, they should use T-101. • Howis this program different from the PLACe? • The PLACe provides resources to students across the curriculum whereas the English/ESOL lab is targeted strictly to Basic Skills English/ESOL students and works DIRECTLY with faculty members and IA's.

Overall Q&A • Do you have any other comments/concerns about the mission statement, goals, or plans? • In your perfect world, how would the Lab, Faculty, and IA’s all work together? • Would you ever want the lab to be a mandatory aspect of Basic Skills English/ESOL classes? • Right now we are an open lab…would you like closed lab hours in the future (where a class can come in and reserve the lab or portion of the lab?) • Anything else?

Basic Skills English/ESOL Lab