2005 cap serving underserved students
TRANSCRIPT
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Serving Underserved
Adult Learners
4th National Conference for Accelerated Programs Chicago. IllinoisNovember, 2005
Dr. Carmen L. LamboyProf. Luis ZayasDr. Luis Burgos
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Objectives
• Discuss seven essential steps in the development and implementation of a successful program to serve underserved adults
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Objectives
• Present the development of the Accelerated Dual Language model as a case study-– to illustrate the development of
such a program– to demonstrate the possibility of
serving the fastest growing underserved segment: Latinos
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Objectives
• Provoke internal and external discussion of the need to develop programs to adequately serve the underserved
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Who we are
Sistema Universitario Ana G. Méndez (SUAGM)School for Professional Studies Accelerated Learning Program
Dual Language Accelerated Learning
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FIRST: DEFINE WHY YOU WANT TO DO IT!
• Establishes parameters for development
• Becomes a benchmark to assess how far you can go and how far you have traveled
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• Financial: additional enrollments and income for the institution– Powerful incentive that opens
doors and gains allies– Usually puts a cap on how far
you can go
Reasons to serve the underserved
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Reasons to serve the underserved
• Image and public relations– Powerful initial motivator– Usually provides for short-term
attention and limited scope
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• Mission–Provides ample room for
comprehensive development and expansion
–Establishes connection to institutional and external reality
Reasons to serve the underserved
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SUAGM: A combination of reasons provides the greater motivation
• SUAGM vision is to achieve projection beyond Puerto Rico
• Opening a center in a Latino community in the US that is mostly Puerto Rican was financially possible and sustainable
• Providing access to underserved populations has been the driving force behind SUAGM’s foundation and development
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What do I do if this combination does not exist at my institution?
– Fast growth of underserved population segments creates powerful financial and public relations incentives for action
– Future growth of institutions depends on ability to attract and serve population segments that are growing
– If not in the mission…negotiate space for your own mission
•CREATE IT!
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SECOND: DEFINE WHO YOU WANT TO SERVE
• Important to research the numbers, growth, composition and characteristics of the targeted population
• Gives clear focus to your efforts• Diverse population have diverse
needs– Resist the temptation to be all
things to all
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• 58% increase in the Latino population in the United States (1990-2000)– Largest and fastest growing
minority group: over 40 million in 2004
– Latino population has increased over 6% in 42 states; over 21% in 26 states
– 20% of the US population will be Latino by 2020
• 40% of Latinos are first generation
SUAGM: The definition of our target population
US Bureau of the Census, 2000; Passel, 2004
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• Educated bilingual professionals have more and better employment opportunities– Florida study indicates that
they make an average of $7,000 more annually
Creating Florida's Multilingual, Global Workforce, 2000UF, UM & FLDOE
SUAGM: The definition of our target population
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• Latinos represent 15% of the US population-–Only 10% of university
students
US Bureau of the Census, 2000
SUAGM: The definition of our target population
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• Latinos have lower success rates in the educational system:– 3 times the HS dropout rate of Anglos– 35% go on to college vs. 46%– 18% receive a bachelors vs. 37%
• Differences with first generation Latinos is significantly greater
US Bureau of the Census, 2000; Pew Hispanic Center, 2005; Fry, 2002
SUAGM: The definition of our target population
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• Latino adults have significantly lower university level attainment.
46.4
60.3
10.6
28.1
010
20
30
40
50
60
70
High School,Some College
Bachelors orHigher
LatinosNon- Latino
US Bureau of the Census, 2000
SUAGM: The definition of our target population
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• Latino mastery of the English language affects access to higher education– 18% of US population speak a language
other than English at home• 60% of them speak Spanish
– 85% of Latinos speak Spanish at home– 14 million Latinos report that they do not
speak English “very well” (49%)
US Bureau of the Census, 2000
SUAGM: The definition of our target population
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• Financing higher education becomes an access issue for Latino adults– Lower income forces adults to work
full time– Those who study must do so part
time• 51% of Latinos are part time university
students compared to 45% of non-Latinos*
*Institute for Higher Education Policy, 2005
SUAGM: The definition of our target population
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• Conclusion– Latinos represent the fastest
growing and more underserved population segment in the US
– In order to increase access of Latino adults to higher education we need alternative programs that will allow for:
• Enhancing English skills• Flexible scheduling to combine work,
study and personal responsibilities
SUAGM: The definition of our target population
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THIRD: LEARN ABOUT AND FROM YOUR TARGET
POPULATION• Research projects and best and
failed practices• Listen and consider their needs
and expectations
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Research
• Search for information, visit or contact other institutions and projects serving your population
• Search the literature for research on current practices
• Prepare targeted feasibility, market and other studies
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Learn about needs and expectations
• Meet with community, government and private sector representatives and groups
• Conduct focus groups of potential students
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SUAGM: Search for best and failed practices
Bilingual education
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Bilingualism
Additive Bilingualism
Subtractive Bilingualism
Dual LanguageImmersion
Transitional
1st Model 2nd Model
Bilingual Alternatives
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• Dual language characteristics complements Adult Learning Principles – curriculum is content based – effective language learning is tied to
real-life goals– includes experiential or hands-on
activities– spirit of collaboration and peer
interaction
Why Dual Language and not Transitional?
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SUAGM: Search for best and failed practices
• Accelerated education: successful experience as alternative to meet the need for flexibility and convenience
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SUAGM: Targeted research
• Conducted feasibility study to determine overall demographic trends in the area, market need, workforce demands, and geographic distribution of target population
• Conducted market share and enrollment projection study
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SUAGM: Learning from those we want to serve
• Conducted focus groups of target population– Considered differences within the
population in determining group composition: national origin, language usage, place of residence/work
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SUAGM: Learning from those we want to serve
• Meetings with:– Community leaders– City, county, state and economic
development government officials– Human resource area or other
corporate representatives
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SUAGM: What we learned from those we wanted to serve
• Students from our target group were most concerned about issues traditional students are concerned: accreditation, faculty, financial aid
• Learning English is high priority but they recognize the need for a facilitating environment where they can use their language
• Location is essential
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FOURTH: UNDERSTAND WHAT HAS PREVENTED THE INSTITUTION FROM SERVING THIS GROUP
• Critically analyze why they are currently not being served
• Define what needs to change
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Reasons for being underserved
• The politically incorrect but widely held reason…– “They can’t cut it.”– “They are not well prepared.”
• The more likely but hard to accept reason…– The institution does not offer the
programs and services they need– The institution is not well-prepared to
attract, retain and serve the needs of the group
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The need for change
• Most involved in developing programs for adults have lived this need– Similar process must occur for
each group you want to serve well
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The need for change
• Institutions need to examine how current programs, services, attitudes and image impacts their ability to serve new populations
• If it is not reasonable to expect the institution to change-– Create an institutional space where
change is allowed and possible
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SUAGM: What we changed…
• Neither our programs in Spanish nor our programs in English served the needs of our target population
• The way things are done and work well in Puerto Rico are not necessarily the same in central Florida– Always ask: Do we need to adapt?
What?• The priorities of the community we
serve are different
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SUAGM: What we changed…
• We had to learn to understand, respect and serve diversity-– within our Latino community: national
origin, language usage– within racially and ethnically diverse
community• Our centers needed greater academic
and administrative autonomy to identify and respond to these changes: Branch Campus
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FIFTH: DESIGN A PROGRAM THAT MEETS THE NEED AND OPENS THE
DOORS TO THE UNDERSERVED
• Key Components• SUAGM’s model
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Key components of the design
• Academic program and support services that meet the needs of the target population
• A business plan that realistically & strategically estimates program income and costs as well as benefits to the rest of the academic community
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Our ModelDual Language Discipline
Based Immersion Program
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Our Mission - Our Model
Fluency•Social•Personal
ProfessionalProficiency
Use of both languages and both cultures for professional proficiency.
L2L1
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Definition
• A Dual Language Professional is one who demonstrates professional competencies, confidently, in their field of study in Spanish and English.
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Confidently
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Conceptual Interpersonal Communication
Professional Competencies
SKILLS
Language
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Conceptual Skills #1 Generate ideas
A DLP will generate ideas in order to solve problems
effectively
After analyzing two classroom situations- one in
English and one in Spanish- the students will
develop strategies and action plans in the corresponding language
MA ESOL – Generate Ideas
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Five Basic Elements
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I. Development of both I. Development of both languages through courseworklanguages through coursework
• Undergraduate requirements of 12 credits both languages
• Four-level language development sequence:
– Immersion (Non-credit): little or no language skills
– Developmental (Credit, not required): language skills not at college level
– First year (Credit, required): first year college requirement
– Second year (Credit, required): reading and writing skills needed by the dual language professional
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English:Accuplacer (College Board): selection of
items targeted to model’s language curriculum
II. Placement testing - Computerized testing for immediate grading and data collection
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II. Spanish: SUAGM Placement test for native speakers
S-CAPE for Spanish as a Second Language Speakers
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III. Use of both languages in all content courses• Strictly follow 50/50 formula
• Modules– Specify language to be used in each
workshop, assignments and evaluations
– General information in both languages
– Workshops in the language that will be used in that workshop
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III. Use of both languages in all content courses• Faculty MUST use Monolingual
Delivery• “Sheltered environment” for students
– May ask questions in language of choice but will get answers in workshop language
– Assignments and evaluations MUST be in the language specified
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IV. Computerized language lab for skill development
• Open lab for language and basic skills development
• Faculty may arrange to bring their classes
• Exercises developed in-house complemented by other software
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V. Bilingual faculty and staff
• Staff speaks, reads and writes both languages
• All faculty is bilingual, including those teaching language courses
• Faculty and staff model a dual language professional and provide “sheltered environment”
• Continuous Professional Development
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SIXTH: IMPLEMENT YOUR DESIGN WITH COMMITMENT, HARD WORK
AND OPEN MINDS AND EARS
• The start-up of a new and different program always entails going the extra mile
• Commitment becomes the real motivator
• Essential to include mechanisms for assessment and feedback from the beginning
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Activities, Accomplishments and Lessons Learned
The Orlando Experience
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Metro Orlando University Center (MOUC)
• Accelerated Dual Language studies for adults– Associate Degrees (2)– Bachelor Degrees (12)– Masters Degrees(5)
• Enrollment growth – 152 - Academic year 2003– 641 – Academic year 2005
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Student Profile• Female (78%)• Age: 25-29 yrs. (26%) 40 > (23%) Average: 33 yrs. old• Family Size: 2-3 members (52%)• Single (57%)• Family Income: $25,000> (68%) Average: $47,629
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Metro Orlando University Center (MOUC)• Faculty
– 121 Certified bilingual facilitators– 80 certified as Module Preparation
Specialists– Professional Development 2003-
2005:• 52 sessions• 1167 attendees
• 301 bilingual modules
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Assessment Components• Student Representative Meetings• End of Course Evaluations• External Peer Reviews• Language Placement Testing and Post-
testing • Student Achievement of Program Objectives
(Midpoint and Capstone Courses)• Continuous Assessment of Program
Activities (Evaluation of Staff and Faculty Development)
• Evaluation of Student Portfolios
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End-Of Course Evaluations• Student Satisfaction Survey• Completed every 5 weeks • Scale:
– A Totally Agree– B Agree– C Partially Agree– D Disagree– F Totally Disagree
• Reported in percentages
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5561
2526
128
4 3 4 20
10
20
30
40
50
60
70
A B C D F
MODULESRESOURCES
Instructional Resources
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8795 94
93
3 2 1 1 1 0 0 1 1 2
0102030405060708090
100
A B C D F
ClassManagementGroupInteractionsStudentEvaluation
Faculty and Classroom
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1159
84
ABCDF
Facilities
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1117
90
ABCDF
Self-Evaluation Language Confidence
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32 Graduates – June 200532 Graduates – June 2005
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SEVENTH: DO NOT REINVENT THE WHEEL OR GO AT IT
ALONE: PARTNER!• With other institutions and
community• Pool resources and experiences• Learn from others who have been
successful
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What is AGMUS Ventures?
WHO ARE WE?WHAT DO WE DO?
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What is AGMUS Ventures?
• Joint venture of Ana G. Méndez University System (Puerto Rico) and Regis University (Colorado)
• AGMUS Ventures created to develop educational services and products with four key characteristics:– Accelerated– Bilingual– Adult focused– Targeted to Latino markets: Latino-US and Latin
America
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Services and products
• Develop new sites for implementation of dual language education model
• Provide administrative services for institutions wanting to develop this model at their sites
• Offer licensing and consulting agreements for model implementation: feasibility studies, marketing, staff and faculty development, others
• Develop materials needed for implementation of the model
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Contact Info
Carmen Lamboy, [email protected] Luis Zayas, [email protected] Burgos, [email protected]
www.learningefficacy.com/CAP-Lamboy-Zayas-Burgos