Student Affairs Program Review Update INTENSIVE ENGLISH ACADEMY

Student Affairs Program Review Update – INTENSIVE ENGLISH ACADEMY 2008-09

Program/Service Description (source: Faculty/Dir/Coord/Dean- from AUR) Include Description/Mission Statement/Number of Years at COD/Benefits/Contact) Description: The IEA is a revenue generating intensive English school located on our campus. The IEA is administered through a cooperative effort of the International Education Program and the Center for Training & Development. This 30 hour per week program combines classroom and language lab instruction to teach English skills from beginning to advanced levels. Developed as a recruitment tool for the college, the program brings in additional admits to academic courses as well as vacation-English learners.

Mission Statement: The Intensive English Academy focuses on English language acquisition for students whose first language is not English. The IEA focuses on both academic preparation and cultural enrichment in order to provide a learning environment that addresses the needs of both college bound and avocational English learners.

Number of Years at COD: 10 years; program began in 1999

Participants in the program/service receive the following benefits:

 Courses focused on reading, writing, grammar, listening, conversation & TOEFL  16 week term in Spring and Fall; 8 Week Accelerated Summer Program  Housing placement w/ host families or off-campus apartments; free airport pickup  Specialized counseling, including one-on-one counseling; free tutoring  Social activities  2-day orientation program  Immigration advising related to the F-1 visa and SEVIS  Acculturation, academic/transfer and immigration workshops

Contact Person: Christina Delgado, Director, International Education Program Phone: (760) 776-7205

Dean: Adrian Gonzales, Student Support Programs & Services Phone: (760) 773-2520

Population Served (source: Faculty/Dir/Coord/Dean - from AUR) Include Number/Eligibility

FTES Generated: 0 as this is a not-for-credit program Revenue Generated for General Fund: $49,000 approximately Student Eligibility: non-immigrant students on the F-1 visa Number of Students Served: 20-30 each semester

1 Program Requirements from outside agencies (source: Faculty/Dir/Coord- from AUR) Program required to maintain accurate immigration records and reporting through US Department of Homeland Security and the SEVIS system.

Program/Service Outcomes (source: Faculty/Dir/Coord/Dean from AUR & Curric. Sp.) OVERARCHING PROGRAM LEVEL OUTCOMES STUDENT SUPPORT SERVICES 1. Personal Development and Responsibility Students utilizing this program/service will demonstrate an ability to: 1.1 Display habits of intellectual exploration, personal responsibility, and physical well being. 1.2 Develop individual responsibility, personal integrity, and respect for diverse people and cultures. 1.3 Value and accept people with different cultural and linguistic backgrounds and abilities. 1.4 Understand ethical issues to make sound judgments and decisions. 2. Self-Awareness, Self-Understanding, and Self-Advocacy Students utilizing this program/service will demonstrate an ability to: 2.1 Evaluate their own knowledge, skills, and abilities. 2.1.1 Display three components of an effective self-advocate:  self knowledge.  define their own needs.  the ability to get what they need. 2.2 Develop realistic goals. 2.3 Appreciate the value of feedback. 2.4 Adapt to challenging situations. 2.5 Recognize that knowledge is the key to self-advocacy. 2.6 Teach the people around them. 3. Self-Sufficiency and Independent Learning Students utilizing this program/service will demonstrate an ability to: 3.1 Identify and utilize services, programs, and resources to become life-long learners including, but not limited to: 3.1.1 Study/Learning Labs 3.1.2. Supplemental Instruction 3.1.3.Computer-aided tutorials/instruction 3.1.4 Learning Communities 3.1.5 Student Development Courses 3.1.6 Tutorial Assistance 3.1.7 Counseling Services 3.1.8 Special Programs for Student Success 3.1.9 Admissions and Records 3.1.10 Business Services 3.1.11 Financial Aid 3.1.12 Scholarship information 3.1.13 Career/Transfer Center Resources

2 PROGRAM/SERVICE SPECIFIC OUTCOMES INTENSIVE ENGLISH ACADEMY STUDENT LEARNING OUTCOMES/STUDENT SERVICE OUTCOMES 1. 90% of IEA students who complete a 16 week program will report more confidence in their English skills: Not met: 80% of total enrolled students reported more confidence in their speaking and reading skills; 60% reported more confidence in their writing skills I believe this result can be attributed to the fact that our program has had to merge levels due to low enrollment numbers. This negatively affects the learning taking place in the classroom. We are seeking ways to address this issue and will re-evaluate in the new year. It is interesting to note that among our 8 week students, the results were: 83% reported more confidence in their speaking skills; 99% reported more confidence in their writing skills; 100% reported more confidence in their reading skills.

2. 90% of students who complete a 16 week program will pass to the next level Met : 95% of all students passing to the next IEA level

3. Student Satisfaction Survey results: 66% of students report they made a good decision in choosing the IEA 99% of students report that the services of the IEP helped them as a student 98% of students report that the IEA orientation helped them to understand program requirements 87% of students report that they learned about American culture from their host family experience

RESOURCES

Staffing for program/service: Include Funding Budget Level/Current Staffing Level

Current Annual Funding/Budget Level: $ 137,000 Categorical/Restricted: $ 137,000 General Fund: $ 0

Current Staffing Level: 6 part-time teachers, including 1 Lead Teacher; (Existing IEP staff includes: 1 full- time Director; 1 full-time Counselor; 1 full-time Service Specialist; 1 full-time Assistant; 1 part-time tutor; 1 student worker)

3 Facilities (source: Faculty/ Dir/Coord/Dean)

1) List of all facilities (Please indicate if any of these were added last year): The IEA currently has 2 dedicated portable classrooms in CA 15 and CA 11. The IEA administrative functions are through the existing IEP Office located in the Hilb Student Center with a front desk and 4 cubicles

2) Assessment of adequacy of current facilities: These two classrooms are minimal at best. They are not smart-classroom equipped which minimizes the potential for instruction. In addition, most of the tables in the classrooms are unstable and will need to be replaced in the near future. Should the student numbers increase, the existing IEA facilities will not accommodate addition of new courses.

Once the IEP office moves to the Cravens Student Services Building, the IEA Lead Teacher will have a permanent desk space which is currently not available.

Equipment and Supplies (source: Faculty/ Dir/Coord/Dean)

Equipment: The IEA utilizes the equipment at the IEP office which includes 4 Dell computers, 3 HP printers, 1 Laser Printer, 4 Cisco telephones, 1 fax machine and 1 copier. However, only the copier is easily available to IEA instructors and no computer is available for their use. Within the IEA classrooms, we have multiple storage cabinets which are used to house IEA supplies and our Resource Library (CA 11).

Supplies: All supplies for the IEA are purchased through program funds only. In the 2008-09 year, the IEA spent approximately $3,400 on supplies which include instructional books and materials, copying and supplies for sponsored social activities. Approximately $2,000 was spent on food which covered various program activities.

Summary Section - Narrative Interpretation (source: Faculty/Dir/Coord/Dean) Funding/Budget: The IEA budget is based on tuition derived from F-1 student enrollment only. No other funding sources are available. The IEA budget is established based on an estimate of anticipated student enrollment for the year.

4 COURSE INFORMATION (Complete only if Applicable) Course Level Assessment Completed (source: Faculty & OAC Coordinator) Complete if applicable CYCLE I COORDINAT ANALYZE, ASSESSME E and REPORT & COMMENTS NT IMPLEMENT DISCUSS CHANGES

(Steps 1 - 3) (Steps 4 & 5) (Step 6) IEA Standard Program

SLO written; See below for more Oral Communication 1 information * SLO written; See below for more Grammar/Writing 1 information * SLO written; See below for more Reading 1 information * SLO written; See below for more Vocabulary Building information * Oral Communication 2 09/FA 10/SP Grammar/Writing 2 09/FA 10/SP Reading 2 09/FA 10/SP Conversation 09/FA 10/SP Oral Communication 3 09/FA 10/SP Grammar/Writing 3 09/FA 10/SP Reading 3 09/FA 10/SP TOEFL 09/FA 10/SP IEA Accelerated Summer Program

SLOs written for all courses; assessment to be Oral Communication 1 10/SU 10/FA 11/SU done in SU 10 Grammar 1 10/SU 10/FA 11/SU Reading 1 10/SU 10/FA 11/SU Writing 1 10/SU 10/FA 11/SU Oral Communication 2 10/SU 10/FA 11/SU Grammar 2 10/SU 10/FA 11/SU Reading 2 10/SU 10/FA 11/SU Writing 2 10/SU 10/FA 11/SU Oral Communication 3 10/SU 10/FA 11/SU Grammar 3 10/SU 10/FA 11/SU Reading 3 10/SU 10/FA 11/SU Writing 3 10/SU 10/FA 11/SU

5 Changes Implemented as a Result of the Assessments (source: Faculty/Dir/Coord/Dean

* SLOs for Level 1 Standard Program courses have been written; however, assessment of these SLOs has not been done as the courses have not yet been offered due to enrollment numbers. Once there are student numbers to support offering the Level 1 courses, we will begin the assessment cycle for these courses.

All other courses are on track for assessment/analysis.

PROGRAM/SERVICE ACHIEVEMENTS

Program/Discipline/Service Accomplishments (source: Faculty/Dir/Coord - from AUR)

21 students matriculated into credit courses at COD $49,000 to General Fund Implemented a new 8 Week Accelerated Summer Program Implemented SLOs for all courses in Standard IEA Program 90% of IEA students matriculated into ESL 50B or higher courses at COD upon entry

- Student Satisfaction: We continue to offer a strong program of support for both the college level and IEA students. This is evidenced by the results from our student satisfaction surveys. Listed below are highlights of the surveys. The complete surveys are included at the back of this report.

In the college level program, our students’ responses were:

 97% report that their questions have been answered by our office  93% report that they have received timely assistance from our office  88% report that the services provided by our office have helped them as students at COD  87% report that they are satisfied with the services provided by our office  86% report that they are satisfied with the counseling services provided by our office  90% report that they are satisfied with the immigration advising that they have received from our office  84% report that they are satisfied with the housing assistance that they have received from our office  94% report that they are satisfied with the activities provide by our office As the above reflects strong satisfaction with the core services that we provide for our students, I am very proud of this accomplishment. As the core mission of our program is to support our international student population through the implementation of a strong program of services the results reflect that we are on the correct path.

It was also interesting to compare the results of the students who have been here for a year or more and those that have recently arrived. The satisfaction rates with the college and the program remain strong among both groups. One area where there was a difference was in the type of activities the students would like. The new student group wanted activities with other COD students as their primary

6 choice, while those that have been here longer wanted barbecues as their top choice. I think that this presents an interesting opportunity to create some structured social activities within a lunch/barbecue setting for students that will address both groups interest and build a stronger sense of community.

In addition, there was a marked difference in the question related to how our services help students adjust to American life. Those who are new to the program (1 year or less) indicate less satisfaction with this aspect of our services as opposed to those that have been here for a longer period of time. This directly relates to my great interest in seeing an orientation class that can devote more time to cultural issues as this is a major need for our students.

- IEA Survey: An online satisfaction survey with the Intensive English Academy students was implemented. Although this is a much smaller program, certain trends emerged. The level of satisfaction is positive as well with the Intensive English Academy; however, there are definitely areas to improve upon as seen by the results:

 88% report that their questions have been answered by our office  99% report that the services provided by our office have helped them as students at the IEA  87% report that they are satisfied with the services provided by our office  88% report that they are satisfied with the housing assistance that they have received from our office  70% report higher confidence in their speaking skills  80% report higher confidence in their reading skills  80% report higher confidence in their writing skills  70% feel that they made a good decision in choosing the IEA  77% report that they would like more activities (local trips) provided by the IEA Although these are still positive numbers, it is not to the level that I feel comfortable with in terms of the core mission of the IEA, nor does it meet our established SSO/SLOs. I believe the primary reason for satisfaction rates at only 70-80% with the learning taking place in the program is due to the fact that we have had to combine levels due to low enrollment. This adversely affects the learning taking place in the courses and directly effects student satisfaction with our program. Unfortunately, we are limited to what we can do in terms of budget constraints, but we must seek creative solutions in the future. For the summer accelerated program, I did make the decision to offer a full 3 level program. The accelerated pace of the program necessitates dedicated teaching time within each level. We are already hearing very positive feedback from both students and teachers. I am hopeful it will increase the learning taking place in the courses.

- Creation of IEA 8 Week Summer Accelerated Program: I worked closely with our lead instructor, Cindy Janssen, to create the 8 Week Accelerated Summer Program. This was needed as we were having instructional difficulties with the current 16 week structure and the regular 8 week summer session as it did not allow for the easy matriculation of students into the next level. The new structure allows students to complete an IEA level in only 8 weeks during the summer which then allows the program to begin a new 16 week session in the fall. This required an adjustment of the existing curriculum and new textbooks to address the accelerated pace of the course.

7 We have received positive response from both the teachers and the students. The students are remaining motivated in the classroom and are enjoying the fast pace of the course. Teachers report that students are learning in this new format and are responding positively to the curriculum changes.

CHALLENGES/OBJECTIVES/GOALS

Program/Service Challenges: (source: Faculty/Dir/Coord/Dean - from EOY)

- IEA course levels/merging of levels: This has become a more serious issue over the last year. Due to low enrollment numbers at the Intensive English Academy, we often merge Level 1 and 2 classes. This has led to dissatisfaction among the teaching staff and the students. Merging of levels also adversely affects student learning as dedicated attention cannot be spent at these critical language acquisition junctures. Creative efforts need to be implemented to discuss possible interim solutions that work to the benefit of the students.

Program/Service Objectives/Goals for next year (source: Faculty/Dir/Coord/Dean - from EOY)

1. Increase enrollments in both IEA and IEP by 5 students by semester.

2. Evaluate IEA program structure to determine appropriate action for the issue of merged levels due to low enrollment.