ࡱ> \^[U *bjbjnn .Haa"2`````ttt84DtD!$$:::  $"% ` ``:: &L`:`:  : ,o:Z;5Pa7 !<D!A.F&jF&oF&`o$ YXD!F&B &: Ӱɴý New Instructional Program Proposal Phase 1 DRAFT 1-4-05; Revised October 2010 Date: _____October 27, 2021___________ Primary Contacts: ____Morgan Lynn______(faculty); ___Aprill Nogarr_____(dean) Program Name: __English for College and Career Success__________________ Mission/Goals Describe the purpose and goals of the program. Who is it designed to serve? Will the program offer an Associate Degree? A Certificate of Achievement? This non-credit program will serve students who want a supportive and affordable option to advancing their English skills. It will also serve CTE students wanting to enhance English skills; all the courses in the certificate lend themselves to being contextualized, paired with major or career pathways, or targeted at specific populations or interests. English Bridge will also be highly flexible to be part of outreach cohorts, learning communities, pathway cohorts, etc. Any 2 of the 4 courses will lead to a certificate: Certificate of English for College and Career Success Rationale What role would this program fulfill in the college curriculum? Why is it important to offer this program? This program will support students who may want development in English skills before entering English 100 or English skills for general college and career success. These may be students entering CTE fields that do not require transfer-level English, or students who want to take supplemental English courses while in college for transfer purposes. It is important to offer this program especially in light of AB705, which provides open access to English 100 and prevents colleges from offering many developmental courses for credit. This is problematic for the population of student who enters college inexperienced, anxious, or needing some preparation. It is also problematic for students who dont necessarily need English 100, but who would like to develop their reading and writing skills. This program also supports students transitioning from adult schools, who may need a supportive classroom experience while taking credit-bearing courses. Curriculum and Needs Assessment/Feasibility List the proposed new courses for the program, including the title, number of units, and a brief course description. Three of the courses are non-credit versions of existing courses. We will offer them in mirrored sections, where the students can take the same section for either credit or non-credit. Note, the hours for these courses are equivalent to 3 units. English 083N: Clarity and Style in Academic Writing This course provides students with the knowledge and skills necessary to understand how clarity and style impact their written work. Instruction emphasizes mechanics, style, and composition, using grammatical principles and sentence-combining techniques. Students learn to write with clarity and style through the various writing projects they complete for the class. They will also learn the recursive nature of writing by developing writing processes unique to their composition style. This course is appropriate for students wanting an introduction to college-level sentence and writing skills or for students enrolled in other English courses who want or need extra writing support. English 085N: Reading for College and Career Success This introductory course prepares students to read pre-collegiate and collegiate level texts. This course will focus on the ability to apply, monitor, and adjust reading for increased comprehension and understanding. Topics will include building reading comprehension skills, understanding vocabulary within context, and determining main ideas and key support details, and developing reading strategies. Student will read a variety of text, which will include two novels as well as some expository/argumentative essays. This course is appropriate for students wanting an introduction to college level reading or for students enrolled in other collegiate level courses who need extra support with the reading. English 100SN: Support for College Composition English 100S is an integrated reading and writing course designed to help students succeed at the college-level. Through frequent and intensive instructor feedback and practice, students will learn to use a recursive writing process to produce college-level essays in English 100. Students will learn effective strategies for comprehending and thinking critically about college-level readings. Students will also practice assessing their own processes and learn how to utilize academic strategies for success at the college-level. Our new course, is an update to an English Bridge course weve had previously, ENGL 015. This is a one-unit course that can be used for many different programs and student populations. ENGL 015N: English Bridge This course is currently in development with outreach, counselors, and the English Department. List the course requirements for the major. There is no major. This is a Non-Credit Certificate of Competency (CDCP) List the proposed sequence of program-specific courses and the projected enrollment: *These courses will be offered paired, or mirrored, with the credit versions: Fall-Year 1 ENGL 083N, ENGL 085N, ENGL 100SN Spring-Year 1 ENGL 083N, ENGL 085N, ENGL 100SN Fall-Year 2 ENGL 083N, ENGL 085N, ENGL 100SN Spring- Year 2 ENGL 083N, ENGL 085N, ENGL 100SN Projected number of students in the program*: This is very difficult to determine since we dont know how many students will elect a non-credit option for these courses. Fall-Year 1 ___________; Spring Year 1 _____________ Fall-Year 2 __________; Spring Year 2 _____________ * Unduplicated total headcount in program-specific courses. Enrollment projections are based on: [enrollments in experimental (900) courses to be included in the program; enrollments in similar programs in the college or nearby colleges; etc.] Projected Annual FTES (to be completed by the Office of Instruction) Year 1 ____________ Year 2 ____________ Do other colleges in the district or in neighboring districts offer a similar program? If so, provide the rationale for duplicating it at Ӱɴý. DVC and CCC are developing non-credit programs as well, building on the new legislation for non-credit, the Adult Education Grant, Guided Pathways, and AB705. However, colleges need to serve local students, particularly; so, we would be serving adult education/transitioning students from our local adult schools (Antioch, Pittsburg, and Liberty) as well as our local population in our CTE programs and our local high schools more broadly. For new CTE programs: provide labor market information and job market projections that support the establishment of this program. Sources for this information are provided in the Program and Course Approval Handbook (Chancellors Office). Also include the results of discussions with key local employers/potential advisory committee members. N/A What other departments at the college could be affected by adding this program? Explain and include the results of preliminary discussions with the affected departments. N/A Staffing Describe the initial staffing needed for the program, including the approximate number of full time and part time faculty and classified staff. 083N and ENGL 85SN will be offered mirrored with 083 and 085, so no additional staffing for those current courses unless demand increases. This is hard to know since weve never offered English Non-Credit before. ENGL 100SN and ENGL 015 can be staffed with current English faculty. Will new hires be required in order to offer the program? If so, are the pools of full time and/or part time faculty expected to be sufficient? No. How will the staffing needs change in years 2-4? Unclear, again since weve never offered English non-credit before. Operating Budget Outline the initial budget required to fund the program. Briefly explain any budget item as needed to make the purpose clear. Staffing (Types: hourly classified, reassigned time, stipends, student do not include faculty or permanent staff) N/A Supplies N/A Consultants N/A Travel Interprogram (Copies, postage, etc.) N/A Equipment (list all major equipment) See Instructional Technology Department for recommendations and cost estimates N/A What additional costs should be anticipated in subsequent years? N/A Facilities Describe the facilities needed for the program in the first year (classrooms, labs, offices, other). N/A What additional facilities needs should be anticipated in subsequent years? 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