ECCBoardofTrustees

ExecutiveSummary 

 

Date:  Febuary 23, 2017 

 Subcommittee:  Consent Agenda 

Agenda Item:  SUNY Request Form: Approval of State Aid for a Non‐Credit Remedial Course to offer Pre‐Collegiate English as a Second Language Institute ‐ submission of form is requested by ECC Pathways to Success Pre‐Collegiate Studies Program  

This item is for:    For Board's Approval Backup Documentation:  Attached to this document 

 Background Information: 

The key components of the SUNY updated guidelines for review and approval of non‐credit remedial offerings eligible for state aid are: 

Remediation Defined as: Eligible courses are those which meet the criterion “Instruction concerned with diagnosing, correcting or improving such basic skills as oral and written communications, reading, analytical concepts and general study habits and patterns, to overcome in part or in whole any particular marked deficiency which interferes with a student’s ability to pursue an educational objective effectively.”  

Alignment: Campuses have the opportunity to more closely align their non‐credit remedial courses and programs with academic offerings, thus defining “an educational objective” as pursuit of a higher educational credential.  Noting that stackable credentials often provide a pathway for students to enter into credit‐bearing degree programs, this higher education credential may take the form of a program of academic activity leading to a degree or certificate.  

Assessment: The revised guidelines take account of best practices for student completion and success, as well as evidence‐based assessment of non‐credit remedial courses or programs.  

Reasons for Recommendation: 

This non‐credit course PCESL003‐Pre‐Collegiate Intensive English as Second Language (ESL) is designed to develop English vocabulary, grammar, speaking and listening skills to successfully prepare for college enrollment.  Students will develop academic skills which will support their learning across disciplines.   

Fiscal Implications: 

To receive state aid for approved courses and programs, campuses must submit course, term and student information as part of standard SIRIS reporting. ECC seeks to increase non‐credit course offerings and enroll those completing High School Equivalency and Pre‐Collegiate Studies work into degree and certificate programs. 

Consequences of Negative Action: 

Lost revenue from enrollment of students in ECC degree and certificate programs by those completing ECC’s high school equivalency and Pre‐Collegiate programs. 

Steps Following Approval: 

Courses deemed by ECC to be eligible for state aid will be submitted for review to the SUNY Office of 

Academic Programs and Planning ‐ System Administration on a rolling basis. A regular review period for these subsequent submissions will be determined through consultation with campus representatives.  

Contact Information If Any Questions: 

Richard C. Washousky, Provost and Executive Vice President, North Campus Phone:  (716) 851‐1500     /     E‐Mail:  washousky@ecc.edu 

Appendix B

Request Form: Approval of State Aid for a Non-Credit Remedial Course

Campus

1. Name: Erie Community College

City, North and South Campuses

Program

Contact

2. Name:

Justin J. Kiernan

3. Email:

kiernan@ecc.edu

4. Phone:

(716) 851-1242

Chief Academic

Officer

5. Name:

Richard C. Washousky

Provost and Executive Vice President

6. Email:

washousky@ecc.edu

7. Signature:

8. Date

Note: Signature of the Chief Academic Officer assures that the proposed course or

program is consistent with SUNY policy and affirms full academic oversight by the

campus. Signature also verifies that quality controls, including assessment and

reporting requirements are in place and satisfy §602.5 and MSCHE accreditation

standards. The signature also affirms that the proposal has met all applicable campus

administrative and shared governance procedures for consultation.

About the

Course

9. Designation &

no.

PCESL-003

10. Course title:

Pre-Collegiate English as a Second Language Institute

11. Course Description:

This course addresses the needs of ESL students who would like to attend college but

want to improve their skillset for successful completion of college. This course helps

students develop English vocabulary, grammatical, oral language and library skills so

they can become a successful college student. Students will develop literary and

analytical skills, which will support their learning across all disciplines.

12. Please separately attach to this form a course syllabus.

See attached course outline (Course Outline – PCESL003-Pre-Collegiate English as

Second Language Institute)

Alignment with

Credit- Bearing

Coursework

13. Identify the credit-bearing course and/or program for which the proposed non-

remedial course or program is designed to prepare students.

a. Designation & no.

EN031/EN041

EN132

EN137

EN142

EN147

EN240

EN275

b. Course title:

Reading Writing II\Oral II

Reading/Writing (Lecture)

Grammar for ESL

Oral/Aural

Accent Reduction for ESL

College Reading

Study Skills, Culture in Community

14. Is this course equivalent to any financial aid-eligible course offered on a semester

basis—for imputed credit or equivalent credit? If so, identify course designation,

number and title in the boxes below NO

a. Designation & no.

N\A

b. Course title:

N\A

Alignment with

Guidelines/

Campus/SUNY

Priorities

15. Describe how the course or program is consistent with the Non-credit Remedial Course

Aid: Program Guidelines as well as with campus and SUNY mission/priorities:

This Program is aligned to be consistent with Non-Credit Remedial Course Aid: Program

Guideline §601.7:

Participation in cooperative educational programs, services and arrangements. Subject

to approval of the local sponsors, the board of trustees of a community college may

participate in cooperative educational programs, services and arrangements with

colleges, universities, school districts, board of cooperative educational services

through contract or otherwise, and join any cooperative association of such educational

institutions formed as a corporation pursuant to section 216 of Educational Law.

The mission of the Pathways to Success Department is to increase the successful movement of

students from basic educational programs to college completion through partnerships between

Erie Community College, Buffalo Public Schools Adult Education Division, Erie 1 BOCES,

Kenmore-Tonawanda School District, Maryvale Community Education, Erie 2-Chautauqua-

Cattaraugus BOCES and Orleans-Niagara BOCES. These partnerships include a common

design of student intake, seamless education services and timely connections between the

participating institutions.

These goals help satisfy ECC’s Mission Statement – calling for access to education for all

students in our service area – and the following Strategic Initiatives from the ECC Excels

Strategic Plan 2016-2021:

Accessibility: Increase enrollment by providing services that are accessible and adapt to

student needs.

Work to increase student readiness through individualized case management.

Non-Credit Enrollment: Maximize number of Pathways students (ESL)

Build a pipeline for under prepared ESL students.

Increase number of ESL students ready for credit bearing coursework upon

completion of PCESL-003 (Pre-Collegiate English as a Second Language

Student Placement: Identify student readiness gaps and customize success plans for incoming

students:

This course will identify gaps in college readiness and successfully provide that

seamless transition to College credit bearing coursework.

Faculty 16. All faculty are approved as ECC adjuncts to instruct at Erie Community College.

This process follows the same practices as are followed by courses offered for credit.

Course Schedule

17. No. of meetings per week:

Class schedules:

5 days per week 360 hours, per

semester

18. Hours per meeting:

5 hours per day

Varies by semester

19. How many weeks:

Course schedule varies by

length of semester:

Fall – 360 hrs. – 24 hrs. per

week for 15 weeks

Spring – 360 hrs. – 24 hrs.

per week for 15 weeks

Summer – 360 hrs. – 30

hrs. per week for 12 weeks

Course Location 20. City, North and South Campuses

Enrollment/Fees

21. Confirm that

course is open

admission (n):

22. Estimated semester /

annual enrollment:

540 per year

23. Estimated

annual avg.

course FTE:

450 per year

24. Course tuition

per student:

Yes Paid by ECC

Foundation

$1.00

25. Course fees per

student:

$0.0

26. Co-sponsor, if any:

None

27. Funding sources other than non-

credit remedial State aid if

applicable:

None

Assessment

28. Please separately attach to this form an Assessment Plan.

See attached file: Assessment Plan – PCESL003-Pre-Collegiate English as a Second

Language Institute

Please submit form and required attachments via e-mail to: noncredit@sysadm.suny.edu.

Erie Community College

Course Outline

Non-Credit Remedial Courses

A. Unit Code and Suggested Course Title:

PCESL003-Pre-Collegiate English as Second Language Institute (ESL)

B. Curriculum/Program: Pathways to Success

C. Catalog Description: This course addresses students’ needs to develop English vocabulary, grammar,

oral language, and listening skills to successfully prepare for college enrollment. Students will develop

literary and analytical skills, which will support their learning across disciplines.

D. Duration of Instructional Period: Five days a week for a total of 360 hours per course / per semester.

Fall 360 hours – 24 hours per week for 15 weeks

Spring 360 hours – 24 hours per week for 15 weeks

Summer 360 hours – 30 hours per week for 12 weeks

E. Academic Credit/Contact Hours: NA. This is a non-credit course.

F. Suggested Text/Course Materials: Instructional materials will be determined by Instructor, which

will cover English instruction to assist ESL students to successfully transition to college completion.

Module 1 – Oral and Written Communications I

Module 2 – Reading and Vocabulary I

Module 3 – Composition I

G. Course Outcomes: Upon completion of this course, the student will be able to:

Improve reading, writing, and conversational skills at the college level.

Understand descriptive spoken narrative and comprehend abstract concepts in familiar contexts.

Utilize library resources to locate authentic information and sources to answer questions or solve

problems.

Learn to critically assess the relevance of available information in online library database systems.

Learn to effectively take notes from lectures.

Write well-formed sentences with appropriate mechanics, and develop multi-paragraph essays with

proper organization, spelling, and grammar.

H. Program Competencies:

1. To assist English as a Second Language high school students and adults with their transition into

college.

I. SUNY General Education Knowledge and Skills Areas: NA.

J. ECC Learning Outcomes:

1. Communication (LV1)

2. Critical Analysis and Reasoning (LV1)

K. Student Learning: Students are evaluated according to knowledge levels that are measured by the

TABE (Test of Adult Basic Education) Exam. Students will be tested in LEVEL E 9/10 upon entrance

into program. Assessment will take place at the start of program, at the 180 hours into program and at

the end of program to ensure student success. Upon completion of a post-test, a student will take the

ESL placement test for college admittance.

L. Library Resources:

Students will complete practice activities related to and/or housed in the Learning Resources Center.

1. Beginning Level: Ventures, Foundations, Word by Word Basic, Picture Stories (textbooks), and

Rosetta Stone

2. Intermediate and Advanced Levels: Ventures, Side by Side, Word by Word, English in Action,

Let's Talk, Heinle Picture Dictionary, True Stories (textbook series)

3. Our Computer Instruction classes use the "Computers for ESL Students" textbook, Mavis Beacon,

and Microsoft Office.

M. Topical Outline: See following pages for topical outlines for three Modules

N. Outline Prepared by: Patricia A. Ziolkowski

Topical Outline - Module 1 Oral and Written Communications I

Module 1 - ESL 003- ORAL AND WRITTEN COMMUNICATIONS I

Course Description

Provides practice in the sound, stress, intonation, structural patterns, grammar, vocabulary, and idioms of

beginning-level English. Credits are not applicable toward graduation. 24 hours per week for 120 hours.

General Course Purpose

To give low-intermediate ESL students the opportunity to develop skills in understanding and producing

correct English structures through oral and written communication. To provide practice listening to and

understanding academic lectures

Course Objectives

Goal 1 - Students will be able to produce a sentence orally

Objectives:

use correct stress at the word level

use appropriate sentence stress

pause at word/phrase boundaries

Goal 2 - Students will be able to use intonation patterns appropriately

Objectives:

use grammatical patterns with appropriate voice inflection

use grammatical patterns appropriately

use word and sentence stress and intonation patterns correctly

Goal 3 - Students will build accuracy in basic sentence structures

Objectives:

use appropriate verb form and tense

edit writing for agreement

Goal 4 – Students will be able to understand class discussion and academic presentations

Objectives:

identify main ideas and details of academic lectures

develop basic note-taking skills

Major Topics to be Included

Listening/Speaking

Emphasis on listening and speaking skills in context of an American classroom

Large and small group activities

Emphasis on learning to interact and function in groups

Formal and informal presentations

Emphasis on organization and content of presentations

Practice in clear communication

Emphasis on delivery of ideas (pronunciation, eye contact, comfort in delivery)

Aural Comprehension

Emphasis on understanding and following class discussions and presentations

Writing/Grammar

Emphasis on writing and grammar skills to include:

Basic sentence structures

Basic verb system

Articles

Agreement

Topical Outline - Module 2 Reading and Vocabulary I

Module 2 - ESL 003 - READING AND VOCABULARY I

Course Description

Provides instruction and practice in reading and vocabulary development at the low-intermediate level.

Improves students’ reading fluency, proficiency, and vocabulary to enable them to function adequately in

ESL Level 3 and prepare for college-level reading. Credits are not applicable toward graduation. 24 hours

per week for 120 hours.

General Course Purpose

To give low-intermediate students in Level 2 of the College ESL Program opportunities to improve

reading fluency and develop vocabulary. Modern techniques, equipment, and materials are employed.

Emphasis is placed on reading and responding to readings in written form.

Upon completing the course, the student will be able to:

Comprehend simple authentic text or short sections of longer text and:

read to answer specific factual questions

read to answer inferential questions

distinguish fact from opinion in the text

state the main idea of the text

participate effectively in group discussions of the ideas in the text

restate ideas from the text in their own words

respond to the text in writing.

attain competence in vocabulary usage to: o use an English-English dictionary with increasing

speed and accuracy

rely on context clues, both for guessing and in conjunction with dictionary usage

expand vocabulary by learning synonyms

expand vocabulary by using suffixes to change word forms

Major Topics to be Included

reading to obtain information

reading for pleasure

responding affectively to readings

identifying main ideas

summarizing

improving reading and learning habits

improving reading and processing rates

Topical Outline - Module 3 Composition I

Module 3 - ESL 003 – COMPOSITION I

ESL 003 – COMPOSITION I

Course Description

Provides instruction and practice in the writing process, emphasizing development of fluency in writing

as well as competence in structural and grammatical patterns of written English. Credits are not applicable

toward graduation. 24 hours per week for 120 hours.

General Course Purpose

To give intermediate ESL students an opportunity to practice and refine writing skills in the context of the

paragraph and other longer pieces of writing with a focus on increasing fluency and accuracy.

Course Objectives

Goal 1 - Students will be able to write well-organized and developed paragraphs or longer pieces of

writing.

Objectives:

Given a topic, students will be able to:

generate ideas

focus on a main idea

organize support

write a first draft

include a concluding sentence

revise the writing

edit the writing

Become familiar with and utilize word processing skills

Goal 2 - Students will be able to use simple, compound, and complex sentence patterns in their writing.

Objectives:

After generating ideas about a topic, students will be able to:

construct simple sentences

construct compound and complex sentences

use punctuation appropriate to each sentence pattern

Goal 3 - Students will build fluency and accuracy in writing.

Objectives:

use appropriate word forms in sentences

use vocabulary appropriate to the context

edit writing, focusing on verb forms including base form, infinitive, gerund, verb tense, and

agreement (subject/verb, singular/plural, and pronoun reference)

Major Topics to be Included

Emphasis on composition skills to include:

Prewriting skills

Drafting

Revising

Editing

Focusing, organizing, and developing main idea sentences

Grammar

Verb forms, including models, base forms, infinitives and gerunds

Basic verb tenses and auxiliaries

Word order, including punctuation, use of articles, and passive voice

Clause structures

Erie Community College (ECC)

Assessment Plan

PCESL003-Pre-Collegiate English as a Second Language Institute

For purposes of consistency, the term “evaluation” refers to evaluation of student progress

towards meeting course outcomes. The term “assessment” refers to the assessment of the

program or course success in helping students to meet those outcomes.

Student Evaluation Process:

Students are evaluated according to knowledge levels which are measured by the Test of Adult

Basic Education (TABE) assessment. Students will be assessed using the full battery of the

TABE; starting with the Locator to determine TABE level (Easy, Moderate, Difficult,

Advanced). Students will be assessed upon entrance into the program, after 180 hours of

instruction, and upon exiting the course with the ESL ACCUPLACER.

Student Assessment:

TABE assessment is used for pre-test scoring. The ESL ACCUPLACER placement test will be

used for post-test scoring and college admission.

Program Assessment:

All information is housed by Xenegrade online database system. Program assessment includes

student success and placement into college. The Xenegrade Database ensures creditable data to

support ECC FTE funding and partnership Employment Preparation Education (EPE) funding.

Upon entering ECC as a credited student, success is monitored by using a department database,

which tracks the completion of their educational journey at ECC. Ellucian Datatel is also used to

monitor grade point averages (GPAs) of students who successfully completed their goals with

ECC’s Pathways to Success Department.

Course Assessments:

Pre-Collegiate ESL will review the program with administration and faculty to discuss strengths

and weakness to be addressed. A program review is conducted on a regular basis to ensure

program effectiveness.

Annual reports are submitted at the college to the Governance and Planning Academic

Assessment Committee and the Office of the Provost and Executive Vice President. The

committee reviews the reports and makes recommendations to the Provost and Executive Vice

President for additional corrective actions as needed.