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![Enthusiastic Reception
“
The pathway to higher education can be
blocked for some would-be students
“
because they are not proficient enough
in English to succeed in a traditional Not much is truly unique in higher
college. And as they grow older, they
may find their opportunities further
education. But the new Ameritas
constrained by their lack of a degree. College sure sounds different.
Ameritas has a singular focus on
Latinos who are working adults.
Ameritas will offer relatively low-
z cost, accelerated associate and
“
[Community colleges bachelor degree tracks. Its
curriculum is designed to “crack
“
and public universities]
A great deal of are not close to the code” of helping Latinos get to
appeal... There is addressing the needs graduation.
greater demand of California Hispanics
than there is today.”
capacity.
35](https://image.slidesharecdn.com/ahppresentation2-25-13-130318111418-phpapp01/75/Ahp-presentation-2-25-13-35-2048.jpg)
Ahp presentation 2-25-13
- 1. Dual Language English Immersion Programs in Higher Education HACU 10th International Conference February 28, 2013 Carmen Lizy Lamboy, Ed.D. Ameritas Hispanic Pathways Ameritas College Educational Services Peter McAliney, MBA Ameritas College Educational Services 1
- 2. Agenda • Introduction – Dual Language Learning • Ameritas Model • Early Results • Ongoing Initiatives • Recap • Closing Activity 2
- 3. Icebreaker: Challenges/Goals forAdult, 2nd Language Learners in Your Higher Education Institution Institution • Academic services Challenge Goal • Student services • Recruiting • Financial aid • Admissions • Marketing • Career placement Break out into groups of 4-5 to address - report out . . . 3
- 4. The Hispanic PathwaysModel ACADEMIC SERVICES AMERITAS HISPANIC STUDENT PATHWAYS CAREER SERVICES PATHWAYS MARKETING ADMISSIONS 4
- 5. The Hispanic PathwaysModel ACADEMIC SERVICES AMERITAS HISPANIC STUDENT PATHWAYS CAREER SERVICES PATHWAYS MARKETING ADMISSIONS 5
- 6. Agenda • Introduction – Dual Language Learning • Ameritas Model • Early Results • Ongoing Initiatives • Recap • Closing Activity 6
- 7. Integrated Academic andStudent Services 5 4 1 3 2 7
- 8. 1-CEFR We introduced a language framework based on the Common European Framework of Reference (CEFR). Basic Intermediate Advanced A1 A2 B1 B2 C1 C2 Break- Way stage Threshold Vantage Effective Mastery through Level Level Level Operational Level Level 8
- 9. 1-CEFR CEFR (II) To identify beginning, mid, and end points To assess To design student curriculum language learning CEFR and syllabus objectives Inform discipline – specific vocabulary 9
- 10. 1-CEFR CEFR: Language Learning Outcomes (LLOs) were identified – “The Promise” In order to show better progress throughout the program , we divided the levels into three sub-categories (i.e. B1.1, B1.2, B1.3). 10
- 11. 2 -DLEI Dual Language English Immersion (DLEI) Framework Strand 1 Assessment and Accountability Strand 2 Curriculum Strand 3 Instruction Strand 4 Staff Quality and Professional Development Strand 5 Program Structure Strand 6 Family and Community Strand 7 Support and Resources Built off of Center for Applied Linguistics (CAL) Guiding Principles for Dual Language English Immersion Education. 11
- 12. 2 – DLEI-1 DLEI Framework: Strand 1 Assessment and Accountability (I) • Language Assessment upon entry • Online and in-class assessments • Two assessment categories – Behavioral reinforcement • Reinforce development of success-oriented learning characteristics • Low stakes – Content mastery • Cumulative builds • Content and language rubrics 12
- 13. 2 – DLEI-1 Rubric for Reading Comprehension, Spoken Interaction , Spoken Production and Written Interaction To be used for: Postings: Written or Oral at CEFR B1.1 Criteria Unacceptable 0% Limited 50% Good 80% Excellent 100% Participation (20%) Delivery Quality (10%) Content Contribution (20%) Use of References & Supporting Theory (10%) Connections to Professional Practice (10%) Language - Reading - Comprehension (15%) Language Speaking Production/ Speaking Production/ Speaking Production/ Speaking Production/ - Reading - Interaction: Interaction: Interaction: Interaction: Response (15%) Written Interaction: Written Interaction: Written Interaction: Written Interaction:
- 14. 2 – DLEI-2 DLEI Framework: Strand 2 Curriculum • WASC • Built upon a hierarchy of learning outcomes – Institutional Learning Outcomes – Program Learning Outcomes – Course Learning Outcomes – Weekly Learning Outcomes – Language Learning Outcomes 14
- 15. 2 – DLEI-3 DLEI Framework: Strand 3 Instruction • Scaffolded – Extensive use of graphic organizers • English and Spanish – Resources – Instructors • Language supported • Comprehensive instructor notes – A valid and reliable framework to assure learning outcomes are achieved for In-class component 15
- 16. 2 – DLEI-4 DLEI Framework: Strand 4 Staff Quality and Professional Development • Dual language in and out of the classroom • Extensive training – Ameritas philosophy and learning model – Technology – Rubrics – Relationship with Student Success Specialists • Access to dual language teaching strategies • Participation in Advisory Boards • Write for the “Ameritas Chronicle” 16
- 17. 2 – DLEI-5A DLEI Framework: Strand 5 Program Structure: Language Scaffolding Gen Ed/ Gen Ed/ 300-400 Level 300-400 Level Upside Down Upside Down Enter Exit Enter Exit Trimester 1-4 Trimester 5-7 Trimester 8-11 Trimester 12-14 Percent Spanish Translation Weekly Introductions 100% 75% 50% 25% Resources 100% 75% 50% 25% Discussion Questions 100% 75% 50% 25% Hand in Assignments 100% 75% 50% 25% Signature Assignments 100% 75% 50% 25% Projects 100% 75% 50% 25% Other Scaffolds Suggested Graphic Organizer Usage 50% 50% 25% 25% Video/Audio Transcripts 50% 50% 25% 25% Additional Resources (Spanish and/or English) 50% 50% 25% 25% Spanish Available Communication with Students 100% 100% 100% 100% 17
- 18. 2 – DLEI-5B DLEI Framework: Strand 5 Program Structure: Skill Scaffolding Example: Information Literacy • Introduction to library resources • Database search • Citations • Research paper timeline • Information integrity • Open source resources • Plagiarism and academic integrity • Writing resources 18
- 19. 2 – DLEI-5B DLEI Framework: Strand 5 Program Structure: Skill Scaffolding (II) 1st Course 2nd Course 3rd Course 4th Course 5th Course Curriculum Curriculum Curriculum Curriculum Curriculum • Intro to library •Intro to library resources (1) resources (2) •Database search (1) • Database search •Citations (1) (2) •Citations (3) •Citations (4) • Citations (5) •Citations (2) •Research paper •Research paper • Research paper •Research paper timeline (2) timeline (3) timeline (4) •Information integrity timeline (1) •Info integrity (3) (1) •Info integrity (2) • Open source • Open source •Open source • Open source resources (1) •Open source resources (3) resources (4) resources (5) • Plagiarism … (1) resources (2) • Plagiarism … (3) • Plagiarism … (4) • Plagiarism … (5) •Writing resources (1)• Plagiarism … (2) •Write resources (3)•Write resources (4)• Write resources (5) •Write resources (2) Integrating tools in situ, over time supports changing and/or reinforcing behaviors required for successful long-term use by students. 19
- 20. 2 – DLEI-6 DLEI Framework: Strand 6 Family and Community (I) • Financial Aid monthly workshops (free to community) – FAFSA – Cal Grant • Career guidance and resume writing workshops (free to community) • Participation with Hispanic Chambers of Commerce • Member of Inland Empire Hispanic Leadership Counsel • Partnerships with local CA Assembly Districts as possible community service partners • Outreach to the Catholic dioceses in the area as well as other religious groups/institutions 20
- 21. 2 – DLEI-6 DLEI Framework: Strand 6 Family and Community (II) • Establishment of Advisory Councils – Inland Empire Community Advisory Council – Coachella Valley Community Advisory Council • Role of the Advisory Board Members – Act as Ambassador for Ameritas – Assist and promote scholarship activities – Help ensure our current academic programs meet the changing needs of our corporate partners and community – Propose new academic programs that will benefit the community 21
- 22. 2 – DLEI-6 DLEI Framework: Strand 6 Family and Community (III) • Community Outreach: – Adult Schools – High Schools • Diocese and individual parishes or churches – Non-denominational church groups with Spanish services – Community groups like COFEM, Migrant Farmworker groups, Social Services (Migrant Farmworkers Education through Riverside County, TODEK legal services – services to immigrants, Think Together afterschool programs) • Business Partnerships with Professional Hospital Supply, Agua Caliente Band of Cahuilla Indians, Northgate Markets … more to follow 22
- 23. 2 – DLEI-7 DLEI Framework: Strand 7 Support and Resources • Student Success Specialists provide “One Stop Model” student support • Register and monitor academic progress based on Educational Plan – Personalized, weekly support calls during 1st term – Personalized, biweekly support calls during 2nd term • Outreach to new and continuing students for life and school balance 23
- 24. 2 – DLEI-8 Student Success Specialists available from program inception through graduation LBSU 100 • Week 0 – Preliminary Outreach • Week 1 – Welcome and Validation Outreach • Week 2 – Classroom Experience Outreach • Week 3 – Study Skills and Resource Outreach • Week 4 – CSI Results Outreach • Week 5 – Campus Life Outreach • Week 6 – Registration Outreach • Week 7 – Life/School Balance Outreach • Week 8 – Good Luck on Finals Outreach 24
- 25. 3 Upside Down Curriculum PSYCHOLOGY CRIMINAL JUSTICE ORG LEADERSHIP Fall 1 LBSU 100 B1.1 LBSU 100 B1.1 LBSU 100 B1.1 Trimester 1 Fall 2 LBSU 101 B1.1 LBSU 101 B1.1 LBSU 101 B1.1 1&2 Spring 1 SPNU 110 B1.1 SPNU 110 B1.1 SPNU 110 B1.1 Trimester 2 Spring 2 COMU 101 B1.1 COMU 101 B1.1 COMU 101 B1.1 3&4 ENGU 103 B1.1 ENGU 103 B1.1 ENGU 103 B1.1 Summer 1 PSYU 101 B1.2 PSYU 101 B1.2 PSYU 101 B1.2 Trimester 3 Summer 2 LBSU 105 B 1.2 LBSU 105 B 1.2 LBSU 105 B 1.2 5&6 ENGU 104 B1.2 ENGU 104 B1.2 ENGU 104 B1.2 Fall 1 FSNU 200 B 1.2 FSNU 200 B 1.2 FSNU 200 B 1.2 Trimester 4 Fall 2 RELU 110 B1.2 RELU 110 B1.2 RELU 110 B1.2 7&8 MATH 103 B 1.2 MATH 103 B 1.2 MATH 103 B 1.2 Spring 1 PSYU 201 B1.2 CJCU 250 B1.2 CSCU 200 B1.2 Trimester 5 Spring 2 SOCU 391 B 1.2 SOCU 391 B 1.2 MGTU 301 B1.2 9 & 10 PSYU 301 B 1.3 CJCU 411 B 1.3 ACCU 201 B 1.3 Summer 1 ESCU 101 B 1.3 ESCU 101 B 1.3 ESCU 101 B 1.3 Trimester 6 Summer 2 COMU 410 B 1.3 CJCU 408 B 1.3 ECNU 201 B 1.3 11 & 12 PSYU 322 B1.3 CJCU 403 B1.3 ACCU 202 B 1.3 25
- 26. 4 Contextualized Teaching and Learning (I) • The program includes creation of an ePortfolio, an electronic record of the student’s accomplishments over time • Students are prompted by instructor in every course to update their ePortfolio • Work artifacts include – A particularly impactful audio or written post – A written assignment that illustrates the student’s critical thinking ability – An in-class assignment that shows a particular strength – Written, audio, or video reflection summarizing a student’s accomplishments in her/his coursework 26
- 27. 4 Contextualized Teaching and Learning (II) • “A Brand Called Me” is a career-focused assignment that students enhance, work, and update during their program • Includes important elements to support academic and professional success – Personal mission statement – Important industry resources – Existing and required skills for a profession – Mentor strategy • Identifying mentors • Reaching out to mentors • Determining a strategy to work with your mentors 27
- 28. 5 The Lumina Degree Qualification Profile (DQP) and the Ameritas Model The Lumina Foundation The Associates Degree has already been mapped to the 28 DQP at the Program Level.
- 29. 5 Course and language learning outcomes are mapped to DQP knowledge areas. LBSU 101 PSYU 101 B1.1 B1.2 Describes the scope and principal features of the field of study, citing core theories and practices, and offers a similar explication of a related field. Specialized WLO Knowledge Illustrates the field’s current terminology. 1.2* Generates substantially error-free products exhibits, or performances in WLO the field. CLO 5* 1.2 Describes how existing knowledge or practice is advanced, tested and revised. CLO 6 Describes and examines perspectives on key debates within the field and LLO Broad, in society. 3.2*** Integrative Illustrates core concepts of the field while executing analytical, practical Knowledge or creative tasks. WLO 2.1 Selects and applies recognized methods in interpreting discipline-based problems. * WLO –Weekly Learning Outcome (e.g., WLO 1.2 = learning outcome 2 in week 1) ** CLO – Course Learning Outcome (e.g., CLO 5 = course learning outcome 5) ***LLO – Language Learning Outcome (e.g., LLO 3 = language learning outcome 2 in week 3) For purposes of the DQP, mapping is usually done both for general education courses and for some courses in each major field, beginning with courses most commonly taken.
- 30. Agenda • Introduction – Dual Language Learning • Ameritas Model • Early Results • Ongoing Initiatives • Recap • Closing Activity 30
- 31. DIAGNOSTIC RESULTS: WRITTENENGLISH 100% LBSU 100, Week 5 LBSU 101, Week 1 90% ENG 103, Week 3 80% 68.5% 66.7% 65.9% 70% 63.7% PERCENT 61.5% 61.5% 62.2% 60.2% 59.1% 58.9% 59.6% 57.8% 59.1% 60% 54.6% 53.0% 50% 40% 30% 20% 10% 0% Focus & Meaning Content & Organization Language, Voice Mechanics & Development & Style Construction WRITING DIMENSION Based on the same writing diagnostic INSTRUMENT, English written skills improved along the WRITTEN DIMENSION OF “language, voice, & style” (+2.6%) AND “MECHANICS & CONSTRUCTION” (+1.3%) from the 1st course to the 3rd course. Instrument – Vantage Corp. MyAccess©
- 32. Ameritas achieved arating of 4.76 satisfaction and 4.75 importance. 32
- 33. Student Feedback: Commentaryfrom First Cohort What an experience this class has been! I believe we all got to know each other but we learned the most about ourselves. Our instructor knew that there was confident student inside of us all. Our instructor made us realize we all had wings and we only needed to discover them and learn how to fly; thus discovering our full potential. Thank you for helping us to find our wings! I’m so used to putting my family and household first, that it’s become a routine. But now I have to learn to put my studies ahead of housework in the mornings because that is the time my kids are at school and it’s the best time for me to get things done. Since this is a new school I did not expect a well-structured program. To my surprise, the class exercises were pre-printed by our instructor and from day one she covered every subject thoroughly and patiently. I also did not expect such a welcoming faculty. Soon you will feel at home and will see many of the faculty as role models as you meet them and converse with them. 33
- 34. Strong Community Support “We’re very thankful that Ameritas College is here in the Inland Empire making it possible for Hispanic adults to get the education they need to be successful. Ameritas will help the city of Ontario meet its goals and objectives to create and maintain economic value by providing an educated workforce.” Paul Leon, Mayor, City of Ontario “Ameritas College is a custom made university for our Hispanic community. It will provide our workforce an opportunity to build a better future for themselves and their children. We are hopeful that with our partnership, the quality of life will improve in this vastly growing region. Thank you Ameritas for being a part of our Inland Empire Community.” Jaime Hurtado, President, Inland Empire Hispanic Leadership Council “I know how important education is, it has been a big part of my life for many years. What Ameritas College stands for is amazing. I admire Ameritas College for giving our Latino community the opportunity to better their lives. This program will impact so many lives. I am sure Ameritas College will be a great success and positively affect our community.” Linda Miranda, Office of Superintendant, San Bernadino County Schools 34
- 35. Enthusiastic Reception “ The pathway to higher education can be blocked for some would-be students “ because they are not proficient enough in English to succeed in a traditional Not much is truly unique in higher college. And as they grow older, they may find their opportunities further education. But the new Ameritas constrained by their lack of a degree. College sure sounds different. Ameritas has a singular focus on Latinos who are working adults. Ameritas will offer relatively low- z cost, accelerated associate and “ [Community colleges bachelor degree tracks. Its curriculum is designed to “crack “ and public universities] A great deal of are not close to the code” of helping Latinos get to appeal... There is addressing the needs graduation. greater demand of California Hispanics than there is today.” capacity. 35
- 36. Agenda • Introduction – Dual Language Learning • Ameritas Model • Early Results • Ongoing Initiatives • Recap • Closing Activity 36
- 37. Academically Rigorous OnlineCoursework Developing first virtual learning environment designed for dual-language instruction 37
- 38. Beginning to developa fully online approach to program delivery. Language Level Internet Social Access Support Language Learning Outcomes Schedule Financial Constraints Literacy Awarded prestigious $250k Next Generation Learning Challenge grant to develop online platform
- 39. Agenda • Introduction – Dual Language Learning • Ameritas Model • Early Results • Ongoing Initiatives • Recap • Closing Activity 39
- 40. Our Model isDesigned to Address… ACADEMIC SERVICES AMERITAS HISPANIC STUDENT PATHWAYS CAREER SERVICES PATHWAYS MARKETING ADMISSIONS 40
- 41. Hispanic Pathways ServiceElements Language • Determination of Service Elements Level in Partnership – Student Service, Enrollment and Internet Marketing Access Services Language & Program Outcomes – Strategy – Planning – Execution 41
- 42. Ameritas Hispanic Pathways Marketing • Market research / needs assessment to Language Level – Quantify the target market and its HE consumption characteristics – Identify educational attainment statistics Internet – Determine the employer need/student interest matrix Access Language & Program – Determine attainable tuition parameters Outcomes – Identify market influencers and communication channels – Identify jobs that carry bilingual premiums – Identify high demand employment areas that require a HE credential 42
- 43. Ameritas Hispanic Pathways Admissions Language • Recruit, train andhire bilingual Level Admissions team • Manage requests for information about academic programs Internet • Access prospective students with application and Assist Language & Program material requestsOutcomes 43
- 44. Ameritas Hispanic Pathways Student Services • Recruit, train and hire bilingual Student Services team • Applicants – Qualification of applicants – Financial Literacy – Manage Language Assessment Internet – Transcript review Access Language & Program • Students Outcomes – Orientation – Program counseling – Tutoring assistance – Continuing student outreach – Career Planning • Hand off fully prepared application package to the host college 44
- 45. Ameritas Hispanic Pathways Academic Services • Conduct needs assessment Language • Identify appropriate academic programs Level – Associate v. Bachelors – Program Types – Prepackaged Ameritas or New Internet •Access Manage course development & Program Language Outcomes – Design customized DLEI courses / License existing DLEI courses – Assist with conversion of current courses to DLEI courses • Recruit, train and evaluate faculty • Manage program assessment metrics • Institutional / Regulatory Approval Process (if needed) 45
- 46. Ameritas Hispanic Pathways Career Pathways Language • Identify Level industries in need of a bilingual workforce • Create partnerships with local employers Internet Access • Develop bilingual career and networking Language & Program Outcomes support and resources • Liaison with the host college Career Center 46
- 47. Agenda • Introduction – Dual Language Learning • Ameritas Model • Early Results • Ongoing Initiatives • Recap • Closing Activity 47
- 48. Exercise: Closing •Reflect on what we have learned in this class (i.e., session!) by answering the following: – 3 points about what I have learned – 2 questions I still have – 1 way I can apply what I have learned today • For the upcoming week . . . 48
- 49. Thank you! Carmen (Lizy) Lamboy-Naughton, Ed. D. Chief Academic Officer/Director Ameritas College Educational Services, LLC/Hispanic Pathways 16355 Laguna Canyon Road, 2nd Floor, Irvine, CA 92618 t 949 341 7651 m 949 540 4974 lizy@ameritashispanicpathways.net Peter J. McAliney, MBA Executive Director Program Design and Development Ameritas College Educational Services, LLC 16355 Laguna Canyon Road, 2nd Floor, Irvine, CA 92618 t 410-849-9490 peter@ameritascollege.net www.ameritashispanicpathways.net 49