2. Serving Underserved Adult Learners 4th National Conference for Accelerated Programs Chicago. Illinois November, 2005 Dr. Carmen L. Lamboy Prof. Luis Zayas Dr. Luis Burgos

3. Objectives Discuss seven essential steps in the development and implementation of a successful program to serve underserved adults

4. 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

5. Objectives Provoke internal and external discussion of the need to develop programs to adequately serve the underserved

6. Who we are Sistema Universitario Ana G. Méndez (SUAGM) School for Professional Studies Accelerated Learning Program Dual Language Accelerated Learning

7. 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

8. 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

9. Image and public relations –Powerful initial motivator –Usually provides for short-term attention and limited scope

10. Mission –Provides ample room for comprehensive development and expansion –Establishes connection to institutional and external reality Reasons to serve the underserved

11. 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

12. 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!

13. 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

14. 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

15. 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, 2000 UF, UM & FLDOE SUAGM: The definition of our target population

16. 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

17. 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

18. Latino adults have significantly lower university level attainment. US Bureau of the Census, 2000 SUAGM: The definition of our target population

19. 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

20. 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

21. 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

22. THIRD: LEARN ABOUT AND FROM YOUR TARGET POPULATION Research projects and best and failed practices Listen and consider their needs and expectations

23. 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

24. Learn about needs and expectations Meet with community, government and private sector representatives and groups Conduct focus groups of potential students

25. SUAGM: Search for best and failed practices Bilingual education

26. Bilingualism Additive Bilingualism Subtractive Bilingualism Dual Language Immersion Transitional 1st Model2nd Model Bilingual Alternatives

27. 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?

28. SUAGM: Search for best and failed practices Accelerated education: successful experience as alternative to meet the need for flexibility and convenience

29. 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

30. 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

31. 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

32. 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

33. 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

34. 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

35. 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

36. 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

37. 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

38. 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

39. FIFTH: DESIGN A PROGRAM THAT MEETS THE NEED AND OPENS THE DOORS TO THE UNDERSERVED Key Components SUAGM’s model

40. 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

41. Our Model Dual Language Discipline Based Immersion Program

42. Our Mission - Our Model Fluency Social Personal Professional Proficiency Use of both languages and both cultures for professional proficiency. L2L1

43. Definition A Dual Language Professional is one who demonstrates professional competencies, confidently, in their field of study in Spanish and English.

44. Confidently

45. ConceptualInterpersonal Communication Professional Competencies SKILLS Language

46. 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

47. Five Basic Elements

48. I. Development of both languages 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

49. English: Accuplacer (College Board): selection of items targeted to model’s language curriculum II. Placement testing - Computerized testing for immediate grading and data collection

50. II. Spanish: SUAGM Placement test for native speakers S-CAPE for Spanish as a Second Language Speakers

51. 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

52. 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

53. 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

54. 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

55. 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

56. Activities, Accomplishments and Lessons Learned The Orlando Experience

57. 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

58. 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

59. 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

60. 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

61. End-Of Course Evaluations Student Satisfaction Survey Completed every 5 weeks Scale: –ATotally Agree –BAgree –CPartially Agree –DDisagree –FTotally Disagree Reported in percentages

62. Instructional Resources

63. Faculty and Classroom

64. Facilities

65. Self-Evaluation Language Confidence

66. 32 Graduates – June 2005

67. 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

68. What is AGMUS Ventures? WHO ARE WE? WHAT DO WE DO?

69. 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

70. 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

71. Contact Info Carmen Lamboy, lamboy@suagm.edulamboy@suagm.edu Luis Zayas, ue_lzayas@suagm.eduue_lzayas@suagm.edu Luis Burgos, lburgos@suagm.edulburgos@suagm.edu