Fall 2012 - Faculty Training PT 1.pptxPresentation Transcript
Where Innovation is TraditionFall 2012 Faculty Training Day 1 – August 13, 2012
• 10:00AM ─ Introductions• 10:15AM ─ ACCESS Program Overview & Structure• 10:45AM ─ ACCESS Student Performance Requirements• 11:00AM ─ Introducing ACCESS Faculty Resources• 11:45AM ─ Break for Lunch• 12:30PM ─Working with Students with “Lower” English Levels, Part I• 1:30PM ─ Faculty reporting, grading expectations &• strategies to close the cultural gap• 2:15PM ─ Content & Language Support Team Group Meetings
History & Perspective
Purpose Mission• The primary purpose of the The Center for International Student center, working in close Access endeavors to be a resource and partnership with Mason’s advocate for international & immigrant academic departments and student academic needs. The Center will accomplish this by providing the English Language Institute, developmental support and is to combine the best elements acculturation to Western educational of teaching excellence in the styles in a manner that both respects areas of prescriptive English and celebrates individual student academic language support, culture and epistemology and prepares customized general education students for personal and academic courses and programming, and success. The Center’s ultimate goal is to specialized student support promote the development and retention services to create distinctive of well-rounded, culturally conscious, and civically engaged international programs for students with student-citizens who are able to international educational positively contribute to our local and backgrounds. global society.
Overview, Structure, and the Student Body
• ACCESS is designed for academically qualified undergraduate international students who could benefit from additional assistance in developing proficiency in the English language.• ACCESS allows freshmen to develop their academic English language skills while taking a full-time academic course load toward their Bachelors degree.
Mason makes use of multiple language-supported, content-based instruction models Theme-based: ESL uses content to introduce ELI linguistic concepts to aid student development Adjunct model: ELI support faculty sits in ELI content class and provides supplemental & CISA instruction afterwards Sheltered model: Content instructor teaching CISA modified content used to aid students in developing linguistic skills
• Identified by admissions staff for the program based on: Meeting all general admissions requirements Meeting alternative English proficiency requirement Internet-based TOEFL: 68 (-20 points) IELTS: 5.5 (-1.0) ELI Proficiency Exam: B1• Offered “provisional” admission
1. Students are our primary focus.2. Developing English language proficiency and successful cultural adjustment to Western educational systems are major goals for our students.3. Growth during the first year of collegiate study is a critical process that sets the stage for future success.4. Having high expectations for our students will lead to high achievement.5. Respect and appreciation for all types of diversity is an integral part of our identity.
Using innovative team teaching Incorporating approach Peer Advising from successful Mason Undergrads Enhanced Freshman American English Transition Cultures Composition I to College I (3 credits) (3 credits) (1 credit) Public Mathematics* Speaking (3-4 credits) (3 credits + 1 credit) Offered with in-class and after-class language support Additional tutoring made available during afternoon and evening hours
Using innovative team teaching Incorporating approach Peer Advising from successful Mason Undergrads Enhanced Freshman English Research Transition Composition Methods to College II II (3 credits) (1 credit) (3 credits) World Major History Course (3 credits (2-3 credits) + 1 credit) Offered with in-class and after-class language support Additional tutoring made available during afternoon and evening hours
• Earn a minimum 2.0 GPA by the end of the year;• Earn a minimum grade of C or better in all courses; and• Pass the first Math course required in desired major.
• Completes 70% of required tasks and event attendance.• Portfolio designed for students to demonstrate foundations and skills for lifelong integrative learning, transfer, and creative and critical thinking.
• Electronic Language Acquisition Portfolio (e-LAP)• English Proficiency Assessment
Students are divided into cohorts of 20 (aka“clusters”) for class assignments (Section 1.3.4, p. 5) Course Sections Average Section Enrollment COMM 100 3 19 ENGH 121 5 19 HIST 125 1 40 PROV 099 5 1 PROV 103 AC1 3 20 PROV 104 AC1 2 20 PROV 105 AC1 3 19 to 38 PROV 110 AC1 1 20 UNIV 100 AC1 5 20
• Collaborative resources from multiple units/departments (Section 1.4.2, p. 6)• Teaching resources & feedback mechanisms
Student Affairs Administration Academic Affairs Advisory Boards DirectorAssistant Director Faculty Fellow Office Assistant BRIDGE Course SSAs Coordinators BRIDGE Course PASS Team Instructors Area Academic Units Coordinators ACCESS Course Program Support Coordinators Specialist ACCESS Course Instructors
Assistant Director Student Success Advisors• Coordinates PASS team: • Teaches UNIV 100 Leads PA, PE, PT selection, communications, • Advises & training ACCESS/BRIDGE Participates in PLP selection & communication students• Coordinates UNIV 100 • Process documentation Curriculum, Instruction & Student Development related to student Portfolio progression• Coordinates Academic • Connects students with Advising• Official Staff Liaison to interventions as needed Academic Advising office
BRIDGE Coordinator LLC Coordinator• Coordinates co-curricular • Official liaison to Housing programming & Residence Life• Coordinates BRIDGE • Plans and executes Peer Scholars initiative holistic student• Coordinates Preparation engagement initiatives for Graduate Study transition course• Coordinates student progression resources (e.g., testing)
Communications & ProgramSupport Specialist Office Coordinator• Coordinates co-curricular • Manages all resource activities and events requests, satellite• Executes marketing and public locations, and office supplies relations materials • Manages personnel records &• Official liaison to University processes hiring Admissions documentation• Communications with • Manages financial records & prospective students processes funding requests Administrative Assistant • Support to the director • Executive Meeting planner
• Software systems• Resource Protocol (1.4.1, p. 5) Resource protocols Resource request form• Communications Course coordinator/direct supervisor SSA assigned to your cluster Director
NOTE LOCATION CHANGES IN YELLOW• English – Anna Habib/Laurie Miller (MH D101)• Communication – James Steele/Esther Kim (MH D201A)• History – Steve Harris-Scott/Ghania Zgheib (MH D111)• American-Cultures – Melissa Ferro (IN 215A)• Freshman Transition – James Jones (MH D217)