Summer Salute

I always admire our students as I watch them filing into class, most freshly showered, nicely clothed, and ready to go. They give me energy. When I'm tired and feel as if I've practically had to drag myself to class, I look at them. I know they've been working all day, too. Or - worse yet - I know they have to leave my class at 9:20p and go to work! I don't know where they get their energy from, but I'm grateful they unwittingly share it with me.

Given that our students come to us in the midst of a busy schedule, juggling work and school and family and all the other responsibilities, it is no wonder to me that so many drop out. Year after year, semester after semester, I see it happen. And I never know what to do.

This summer I started with 35 students. I had a few no shows, so I added six students the first week and one this. I've had several not show up again this week. So, even though the roster is up to 40 now, there are only about 35 that I'm expecting. Of them, 5 people were absent yesterday. And five the day before.

What can I do?

On Lee's message board, he has asked us to survey our students to find out how they found us, and I think that's a great idea. Indeed, I'm (still) working on my MBA thesis built around a survey we did last summer. The research question is: How can we better reach the population of ESL students? In class, though, I have a different question: How can I keep the students who've already found us? How can I keep the students I have? I think it's the more difficult query.

For some, being in this country is a real life and death issue. We know this. Financially, I believe many are just making ends meet and often doing so by living in conditions we wouldn't consider. Emotionally, I'm sure many are simply stealing themselves to continue everyday, so far from family and friends and all they hold dear. I personally couldn't do it.

My grandmother left her home off the west coast of Africa pregnant, with three little kids, to join a husband somewhere on the west coast of America. She sailed into Boston and made the trip across country on a train with three little kids and a baby. My aunt Carol was born on the crossing. My mother was born here a few years later.

Growing up, I had no idea I was from an "immigrant" family. We lived closer to my Dad's family and they figured they were from Texas. Period. It wasn't until I was studying to become an ESL teacher that I inquired of my mother about her native language. She took me by surprise when she got upset, "I speak English!" I pushed. Your mother spoke Portuguese. That must have been your cradle language. She cut me off.

Clearly growing up in an immigrant family had not been easy for her. I'd known that somehow. Her dark skin made life in Lily White Lakewood tough. I knew that though she never spoke of it. Many great talks were to follow that initial question. And I came to know of the sacrifices.

That was then. This is now. And like every immigrant before them, our students are making sacrifices. In this case, they sacrifice to come to class four nights a week, week in and week out. So, I try to tell them how proud I am of them. I try to explain that I understand what courage it takes, what effort is required. I try.

I wish I could do more.

As talk of yet more FENCING along the border continues, I want them to know that I am glad they are here, that I wish coming here were an easier thing, and that I have faith in them. I wish we'd build more bridges and less fences because I trust them to succeed like countless before them. And on the eve of our Independence Day, I salute them.

An OHP Survey

Apparently, the Blogger poll to the right does not quite work. So here is my new try. Hope it works this time.

Opinion Polls & Market Research

A Unique Way of Looking at the World

Freedom House, a non-profit, nonpartisan organization, founded by Eleanor Roosevelt and others and dedicated to promoting democracy and freedom around the world, has just published its 2008 edition of "Map of Freedom," showing which countries are free, which ones are partly free, and which are not free.

Teachers can request a free copy of the world map by emailing Katrina Neubauer at Neubauer@freedomhouse.org.

On a related note, the following quote from p. 30 of the latest issue of American Educator resonates with me for some reason, especially on the eve of this year's 4th of July celebrations:

The reason for American dominance over the last century was not because of its economic vitality. What made America the leader of the free world was that it held up a beacon of hope in the universal quest for human fulfillment.

What do you think?

Summer School 2008 Starts

Hello to each and every one of my teaching and classified colleagues.

I'd like to take a moment to thank everyone who has worked so hard to recruit, assess, advise, and register our summer students. We could not have done it without you! Our department is heavily dependent on the collaboration of ADA, program coordinators, program assistants, faculty, student specialists, lab personnel, and student and short-term workers in order to build classes for each session, and I truly appreciate your commitment to our department. You can be assured that your efforts have made and will continue to make a difference in the lives of the many students who have come to us for help with their English.

I would also like to thank Marty Furch, Anne Stadler, Dean McDonald, Mike Ellis, Jose Vargas, Michael Jordan, and Lee Hoffmann for making sure that our "smart classroom" project for A-12, A-13, and A-14 was completed in time for our summer school. As of today, all of the five classrooms that we "own" in the A building are each equipped with a teacher computer, a data projector, a VCR, and an audio system. (We still need a new screen for A-13, though.)

To turn on the data projector, push the "Power" button on the small plastic control panel that is mounted on the wall next to the computer. If you wish to project from the computer screen, push the "Computer" button on that control device. If you wish to use the VCR, push the "Video" button. There are also two triangular buttons for adjusting audio volumes. When you are done with the data projector at the end of your class, please remember to push the "Power" button twice to turn the projector off.

This summer at Fallbrook, there will be a group of 30 or so students sponsored by Migrant Education of the San Diego County Office of Education for the first time. I would like to thank Gary Sosa and Claudia Covarrubias as well as Patricia Wilcox of Migrant Ed for making this collaboration happen.

Speaking of Gary, in case you haven't heard, he has been appointed as one of the two Basic Skills Coordinators for the whole district with 80% release time and has been working hard with many colleagues on ways to best assist basic skills students at Palomar. Way to go, Gary!

This summer, we will be saying goodbye to Melissa Lloyd-Jones, a long-time adjunct colleague who has deservedly won a full-time position at MiraCosta College. Congratulations, Melissa!

Our own unfilled full-time position has been reopened. I look forward to some equally qualified adjunct colleagues applying for this position.

The INEA teachers held their latest meeting last Friday on the main campus. They were all enthusiastic about the updating of their teaching materials and online resources.

Preparation for the success of our summer session and beyond is important. Those who take care of a few things at the start of summer can make a positive impact on how much we can achieve by the end of the session and in the future as well. First and foremost, since the college only receives state apportionment for officially registered students, if you can add more students to your class, it will assist the college in boosting enrollment. Specifically, if your class still has openings for more students, consider taking in more eligible students such as appropriate waitlisted ones, returning ones, those transferring from another program, etc.

Secondly, I strongly advise every teacher in our dept. to get connected with their students in such a way that the students will want to show up in class day after day. As you know, for noncredit classes, which are the absolute majority of the classes we offer in summer, attendance hours are like our lifelines. This is by no means to attenuate the importance of attendance and participation as a first step to learning.

All students should be given a syllabus with clear expectations of them listed, among other things. A hard copy from each instructor is due by Friday to our ADA via program coordinators for filing purposes.

As always, with a tradition of excellence and high quality instruction in our dept., the 2008 summer school promises to become another successful session.

I hope everyone, whether teaching or not, has a great summer.

Palomar College EAP 2008

This year, our college is repeating the huge success of EAP (i.e. Palomar College Early Acceptance Program) that we started last year. High school graduates who have been assessed come to our San Marcos campus during three successive Saturdays in June for an orientation, tour, opportunity to talk to college representatives and, most importantly, priority register for their fall 2008 classes!

Our department is once again an active participant in this important annual event. Under the leadership of Anne Stadler and Jose Luis Ramirez, all of our office staff members from San Marcos and Escondido conduct our ESL-specific orientation, advisement, registration, and tours.

This year, our dept. also participates in the Department Fair as part of the Saturday events. Carol Lowther volunteered to man our ESL table on the first EAP Saturday, June 7.

Counseling Dean Lynda Halttunen, whose idea it was to start the EAP at Palomar, took and published photos to mark the events. To see the photos of the EAP Day on June 14, click here.

This year's EAP continues next Saturday, June 21.

Unfilled Full-time Position Reopens

The college reopened our unfilled full-time position on Friday. Here's the bulk of this latest position announcement:

DUTIES AND RESPONSIBILITIES: Teaching assignments may include day, evening, and/or weekend classes at the San Marcos campus and/or off-campus locations as part of contract responsibilities. Teaching assignments may also include distance education classes. The initial assignment is to teach English as a Second Language fifteen to twenty hours weekly, ten hours of which will be scheduled in the evenings at the Palomar College Fallbrook Site. Remaining hours will be scheduled in the day at the San Marcos campus and/or off-campus locations. Three additional hours weekly will be spent coordinating personnel, student-related activities, and curriculum at the Fallbrook Site. Participate fully in departmental activities and college governance and hold regular office hours.

MINIMUM QUALIFICATIONS:

1. Must meet one of the qualifications listed under a) through c)*:

a) Master’s degree in TESL, TESOL, applied linguistics with a TESL emphasis, linguistics with a TESL emphasis, English with a TESL emphasis, or education with a TESL emphasis.

b) Bachelor’s degree in TESL, TESOL, English with a TESL certificate, linguistics with a TESL certificate, applied linguistics with a TESL certificate, or any foreign language with a TESL certificate and Master’s degree in linguistics, applied linguistics, English, composition, bilingual/bicultural studies, reading, speech, or any foreign language.

c) A combination of education and experience that is at least the equivalent of either qualification a) or b) above. Candidates who do not possess the specific minimum qualifications as stated above, which includes degrees that have not been awarded at the time of application, are required to complete the Equivalency Qualifications Form that is included with the standard application.

2. Sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability, and ethnic backgrounds in a community college.

*Note: Only coursework completed at, and degrees awarded by, accredited institutions recognized by the U.S. Department of Education will be considered as satisfying the Minimum Qualifications. Candidates who have earned degrees from foreign institutions are required to submit both official translations and evaluations of their transcripts that have been prepared by a certified U. S. credential review service in order for the application to be considered. Visit http://www.naces.org/ for a list of commonly-used credential review services.

PREFERRED QUALIFICATIONS:

1. Three years’ experience teaching different levels and skills of ESL (including academic reading and writing) at an accredited post-secondary institution within the previous five years.
2. Competence in English sufficient to serve as a suitable linguistic model.
3. Second language competence.
4. Experience working with immigrant population, especially Spanish-speaking adult learners.
5. Experience using computer technology in an instructional setting.
6. Experience working effectively and professionally with colleagues in a collaborative, collegial environment.
7. Evidence of a strong commitment to remain current in ESL and its instructional program.
8. Leadership experience in an educational setting, such as student assessment and placement and curriculum development.
9. Commitment to a student learning-centered college.

SALARY AND BENEFITS:

1. Starting Salary Range: $52,114.69 – $81,530.99 annually. An annual stipend of $1,274.18 shall be paid to any faculty member who has an earned Doctorate.
2. Academic training and teaching experience will form the basis for salary computation as determined by placement on the regular salary schedule of the College. Degrees are recognized on the salary schedule only when they have been awarded by an accredited institution. For a salary estimate, visit www.palomar.edu/hr/salaryinfo and use the links for full-time faculty. Please note that a maximum of step 8 at the appropriate salary grade will be awarded to new faculty.
3. Fully-paid employee benefits for full time employees include medical, dental, and vision insurance for employees and dependents; and life, disability, and long-term care insurance. Estimated value of these employer-paid benefits is approximately $18,900 annually. All full-time, tenure-track faculty are enrolled in STRS (State Teachers Retirement System).

For the full position announcement including the application procedure, click here.