Skyline College

Reading

Program Review

Executive Summary

Short Summary of Findings

Skyline’s Reading Program is strong.   The program is led by four full-time faculty, all English as well as reading instructors, trained through Title III in current technology, and active in professional organizations.    The program is student-centered, up to date, innovative, and well connected to the English department, The Learning Center, and English and reading programs within the district and region, including San Francisco State University.   The reading program, through its core courses is connected to ASTEP, Puente, Kababayan, and a learning community for entering students with very weak reading and composition skills.  Although serving a very vulnerable population, the core courses remain strong in enrollments, retention, and success, especially in English 846, the integrated reading and writing course.

The reading program consists of two core courses: Reading 826, Reading Improvement, designed for entry-level seventh to eighth grade readers, and Reading 836, Academic Reading Strategies, designed for eighth to ninth grade readers.  Additionally, we have two transfer reading courses, three ESL reading courses, an individualized reading course, a work-place literacy course and an open-entry reading enrichment course.  The two core courses are tied by co-and prerequisites to the composition sequence:  English 826, English 836, and English 100, the transfer English course.  At the request of English faculty, these co/prerequisites were put into place in Fall 2001, necessitating also the development of a challenge process, curricular changes, and staffing pattern changes.  Main curricular changes include reducing both Reading 826 and 836 to three class hours from the original five, and the addition of a lab unit by arrangement to both of these courses.  An instructional aide was hired in The Learning Center to support the increased numbers of students taking these two courses and to work with students who have attached lab hours.  Another major curricular change has been the development of English/Reading 846, an integrated course combining the curriculum of Reading 836 and English 836.   Since the implementation of the prerequisites, reading faculty have focused on the core courses, a number of adjunct instructors have been hired to help support the program, and some of our other reading courses have either not been offered or offered less regularly than in the past.  The workplace literacy course, our newest offering, suffers from inadequate development and staffing, and the reading-across-the-disciplines modules have yet to be developed.

Budget concerns include a request for a full-time reading instructor, preferably one who can teach the integrated composition/reading course, as well as help in the development of the workplace literacy course and reading-across-the curriculum-modules; for professional development money to keep staff abreast of their field and especially to prepare to teach the workplace literacy course; for equipment and supplies funding to support the workplace literacy program; and for renovation money to improve the reading classroom in Building 5.

 

Three Strengths of the Program

1)     Student-centered:

·        course revisions to better accommodate schedules

·        prerequisites to help students succeed in current and subsequent courses

·        challenge process to complement student placement methods

·        support  through Reading 812 and by arrangement lab hour via The Learning Center and other support services

·        learning communities and integrated course

 

2)     Innovative:

·        learning communities and integrated course to better meet academic and scheduling needs of students

·        revised curriculum to meet the workforce and academic needs of a literate, critical thinking population

·        workforce literacy

·        technology that supplements instruction

 

3)     Connected:

·        unified department that mentors and collaborates together and with the English department

·        ongoing participation in The Learning Center

·        regular district-wide meetings

·        enriching relationship with San Francisco State University’s program in teaching post-secondary reading

·        active participation in professional organizations

 

Three Suggestions for Improvement

1)     Staffing

·        full time instructor

·        faculty and instructional aides to facilitate workforce literacy and respond to increased need for individual tutoring in The Learning Center

2)     Program development funding

•  to design and sustain curriculum for workplace literacy, reading-across-the-disciplines modules, and linked courses, including support materials for The Learning Center

•    to foster links to the business community

·        to evaluate and purchase software/program materials to support the reading program, including workforce literacy

 

3)     Classroom space

·        adequate classroom space to offer the full range of courses, not just the core courses

·        classroom space with multimedia capability

 

Full-Time Faculty Signatures

___________________________                       _____________________________                       ___________________________

Betty Lindgren-Young, Professor of English             Linda Vogel, Professor of English                                                    

 

___________________________                       _____________________________                       ___________________________

Karen Wong, Associate Professor of English    Rachel Bell, Associate Professor of English 

Submitted on: October 15, 2003

 

 

 

 

 

SKYLINE COLLEGE

READING PROGRAM REVIEW SELF STUDY

 

   PART A: Overview of the Program  

1.      State the goals/ focus of the program and how the program contributes to the mission and priorities of the College.

A primary goal of the reading program is to remediate underprepared students, thus enabling them to complete their academic and/or vocational programs successfully. We focus on teaching students reading skills necessary for college-level study: actively engaging with the text, improving comprehension, building vocabulary, increasing rate, and implementing study skills. These skills lay the foundation for further work in critical thinking. Insofar as we are able, we offer college-level reading courses and are in the initial stages of developing curriculum for the workforce literacy initiative.

The reading program contributes to the mission and priorities of the College by offering remedial, developmental, and college level courses that enable students to develop their minds and skills to full potential. Students are encouraged to think for themselves in the context of a multicultural and rapidly changing world.

2.      Discuss how this program coordinates, impacts, and/or interacts with other programs in the College.

The reading program coordinates primarily with the English/ESOL departments and The Learning Center. First, since Fall 2001, remedial and developmental English courses have reading co/prerequisites. Data thus far suggests that this reading requirement is facilitating student retention and success in developmental English courses. In Fall 1997-2000, before prerequisites, retention rate of English 836 and English 100 was 75% compared to Fall 2002, after prerequisites, when the retention rate was 79%.  (See Appendix A.) To provide flexibility for students in satisfying this co/prerequisite, a new course, Reading 846, has been developed, combining both Reading 836 and English 836. Data thus far suggests that students are persisting and succeeding in the integrated course at a higher rate than the separate equivalent courses. (See Appendix C.)  Second, Reading 863 and 864, Reading for Non-Native Speakers III and IV, articulate with ESOL 830 and 840. Third, reading faculty work with special programs such as ASTEP, Puente, and Kababayan, in most cases staffing reading classes that are part of these learning communities.

In addition, reading faculty work closely with The Learning Center (TLC), which is open to the campus community. The reading program offers many individual, self-paced learning programs through TLC. For example, Reading 812 is available to all students who seek assistance in their reading assignments and wish to improve their reading abilities. Also housed in TLC is the disabilities specialist to provide for those who require testing or special consideration; reading faculty coordinate with the Enablers Office and to a lesser degree with the other student services.

Faculty collaborate with the librarians to design research assignments. Some reading assignments require students to take advantage of resources available in the Career Center and Transfer Center.

Last but not least, the reading faculty coordinates with the Skyline and district reading and English departments by meeting on a regular basis to discuss common issues.

3.      If the program utilizes advisory boards and/or professional organizations, describe the roles.

The reading faculty are members of professional organizations such as the Northern California College Reading Association, the College Reading and Learning Association, and the SMCCCD District Reading Committee, as well as various English-related organizations. We also attend conferences whenever possible.  Through these means, department faculty stay current, learning about new theories, instructional designs, innovative technology, software, and classroom materials.

4.      Explain how the program meets the needs of our diverse community.

We seek to engage our students' interest with texts that are relevant to their lives, that present different perspectives, and that address issues related to socio-economic, cultural, and ethnic diversity. While we infuse our general curriculum with this diversity, we've also designed reading courses to complement the ASTEP (African-American), Kababayan (Filipino), and Puente (Chicano/Latino) programs. We select texts emphasizing reading selections from across the curriculum, not solely literature.

In general, because over 70% of Skyline students place into remedial and developmental reading, students clearly need explicit instruction in expository reading strategies. Ever since we implemented reading co/ prerequisites, there appears to be a corresponding increase in both retention and success rates of students in developmental English classes. (See Appendix A.)

5.      If the program has completed a previous self-study, evaluate the progress made toward previous goals.

Since our previous program review, we have addressed all major weaknesses that we identified:  reevaluated and revised curriculum; improved placement testing procedures along with articulation between reading faculty and counselors; implemented technological instruction into Skyline's reading program.  First, we spent the last year updating course outlines to reflect our current practices and pedagogy; in particular, we better articulated the differences between remedial and developmental reading. Second, we made great strides in the area of proper course placement due in large part to the efforts of Matriculation Coordinator Evelyn Seth. Virtually all students take the placement test, and with computer prerequisite checking, they enroll in the appropriate courses. Students also can engage in a challenge process to demonstrate that they have the requisite abilities to therefore bypass reading courses. Related to that process, Evelyn helped us to determine what best qualifies as multiple measures for placement as well. The data about the challenge process suggests that this is working. (See Appendix B.) Third, reading faculty have taken advantage of computer-assisted-instruction. We are trained, thanks to Title III. The primary reading classroom, 5102A, is fully equipped with a multimedia workstation, including internet access. However, Plato needs to be on that network so that we can demonstrate it to students. We also have access to the Center for Advanced Learning technology, where every student can be equipped with a computer.

  PART B: Curriculum 

 

 

1.  Describe how the course offered in the program meet the needs of the discipline(s) and the students.  Answer through descriptive narrative evaluation or research.

 

Reading 812: Reading Laboratory

 

Reading 812 meets the needs of all Skyline students on a one to one basis in The Learning Center. There is a distinct need for Reading 812 for those students having a lack of reading preparedness in K-12.  Also, 812 is used to prepare students to do well on challenge tests and used for students who cannot enroll in a reading class due to space constraints.  Students are assessed formally and/or informally and then assigned materials for remediation at their level. Students complete their assignments by arrangement and compile their work in folders, which are evaluated by TLC tutors and teachers.  TLC serves as a safety net for Skyline students across the curriculum providing an absolutely essential support system so that students can have special academic needs met.  The following history of retention and success from Fall of 1997-2002 reveals broad fluctuations and three years of noticeably high retention and success in the years 1999, 2000, 2001.  We hope to better integrate Reading 812 with other instruction to improve student success.  Reading 812 may also serve as the vehicle through which reading-across-the-disciplines modules are developed.

 

Reading 812

F 97

F 97

F 98

F 98

F 99

F 99

F 00

F00

F 01

F 01

F 02

F 02

%Ret

%Suc

%Ret

%Suc

%Ret

%Suc

%Ret

%Suc

%Ret

%Suc

%Ret

%Suc

87%

57%

79%

57%

92%

75%

96%

85%

88%

76%

79%

34%

 

 

 Reading 826: Reading Improvement

 

In the Fall of 2000, Reading 826 was changed from five units to three units to accommodate student schedules; in addition, an hour-by-arrangement was added once the Learning Center could provide adequate support by hiring a Reading Instructional Aide and increasing the site license for Plato. Reading 826 meets the needs of students by improving their vocabulary, reading comprehension, and study-reading strategies levels at the 7-9th grade level, so they can progress to Reading 836 or Reading/English 846 or beyond.  In addition to the aforementioned skills, the study-reading strategies component of the course, including goal setting, concentration, memory, and basic study techniques, makes this course effective as an orientation to college. The course content is designed to dovetail into the course content on the next reading level, and complement the course content of English 826.  Because this is the lowest level in a sequence, the prerequisite is merely advisory, and so any student can enroll.  Thus, inadequately prepared students who should be taking adult education classes or DSKL courses for learning disabled students, instead enroll in Reading 826 which may in turn account for the mixed retention and success rates. 

 

For the first time in Fall 2003, a section of Reading 826 is linked to a section of English 826. We will continue the linked Reading/English classes in Spring 2004 with plans to add another section in Fall 2004.

 

Reading 826 (formerly 801)

F 97

F 97

F 98

F 98

F 99

F 99

F 00

F00

F 01

F 01

F 02

F 02

%Ret

%Suc

%Ret

%Suc

%Ret

%Suc

%Ret

%Suc

%Ret

%Suc

%Ret

%Suc

81%

66%

73%

70%

77%

65%

76%

65%

74%

66%

77%

63%

 

 

 

 

Reading 836: Academic Reading Strategies

 

In the Fall of 1999, Reading 836 was changed from five units to three units to accommodate student schedules; a year later an hour-by-arrangement was added once The Learning Center could provide adequate support by hiring a Reading Instructional Aide and increasing the site license for Plato. Reading 836 meets the needs of students by improving their vocabulary, reading comprehension, and study-reading strategies at the 9-11th grade level, at the least, and hopefully, to the college level so they can progress to English 100 and beyond.  Most reading instructors teach both English and reading and emphasize reading across the curriculum.  The reading co/prerequisite for reading and English courses was implemented in Fall 2001 because English faculty felt many students had reading difficulties.  Data suggest that the reading co/prerequisites are contributing to higher success and retention in English courses.  The reading prerequisites appear to be assisting students best in English 836, the level at which most students place.

 

Reading 836 (formerly 802)

F 97

F 97

F 98

F 98

F 99

F 99

F 00

F00

F 01

F 01

F 02

F 02

%Ret

%Suc

%Ret

%Suc

%Ret

%Suc

%Ret

%Suc

%Ret

%Suc

%Ret

%Suc

92%

77%

82%

79%

74%

63%

79%

65%

83%

72%

80%

64%

  

 

Reading 836: Academic Reading Strategies-ASTEP

 

Reading 836 Academic Reading Strategies-ASTEP (African American Success through Excellence and Persistence) is designed to provide a learning community of mentoring, counseling and other support services to encourage students to persist and succeed in graduating and transferring to a four-year college.  The curriculum focuses on the African-American experience. The course is open to all eligible students, so there’s no data that can clearly show that African American students are persisting and succeeding. 

 

 

Reading 846: Reading and Writing Connections

 

Reading 846 integrates English 836 and Reading 836 satisfying the requirements for both.  This benefits students because the coursework is completed in less class time (5 units rather than 6), but more importantly all reading and writing is integral to the course.  It prepares students to write college-level essays while teaching reading strategies to improve vocabulary, comprehension, and analysis, foundation skills for critical thinking.  The retention rate is higher in the integrated English/Reading 846 course than the separate English and Reading 836 equivalents; the success rate is substantially higher in the integrated English/Reading 846 course than the separate equivalents.   We have not been able to offer as many sections as we would like because most composition instructors are not qualified to teach this course.

 

Fall 2002

English 836

Reading 836

English/Reading 846

% Retention Rate

81

80

92

% Success Rate

59

64

83

 

 
 
Reading 846: Reading and Writing Connections--Kababayan

 

Reading 846 Reading and Writing Connections--Kababayan--is primarily for students in the Kababayan Program, which focuses on the Filipino-American student experience and provides support for improved English skills through integrated reading and writing and community support. The course is open to all eligible students.  The course integrates English 836 and Reading 836 satisfying the requirements of both.  As a learning community, mentoring, counseling and other support services encourage students to persist and succeed in graduating and transferring to a four-year college. This course will be offered for the first time this semester, and is overenrolled.

 

 

 

 

Reading 846: Reading and Writing Connections--Puente

 

Reading 846 Reading and Writing Connections--Puente--is primarily for students in the Puente Program, which focuses on the Chicano/Latino student experience and provides support for improved English skills through integrated reading and writing and community support.  The course is open to all eligible students.  The course integrates English 836 and Reading 836 satisfying the requirements of both.  As a learning community with CRER 650: Puente Seminar, mentoring, counseling and other support services encourage students to persist and succeed in graduating and transferring to a four-year college. This course is being offered for the first time this semester, and is over enrolled.

 

Reading 863: Reading for Non-Native Speakers III

 

Reading 863 Reading for Non-Native Speakers III is an intermediate class improving reading comprehension and overall fluency level of English by focusing on vocabulary, spelling, reading skills and pronunciation. The course was revived in Fall 2002, so little data is available.  In Fall 2002, there was 84% retention and 84% success.

 

Reading 864: Reading for Non-Native Speakers  IV

 

Reading 864 Reading for Non-Native Speakers IV is a sequel to Reading 863; it is a more advanced class improving reading comprehension and overall fluency level of English by focusing on a higher level of vocabulary, spelling, and reading skills.  Reading 864 was removed from the curriculum in Fall 2000 when faculty were needed for core courses, Reading 826 and 836.  This course was revived in 2002 and shows a fairly consistent retention and success rate.  In Spring 2003, we began offering Reading 863 and Reading 864 jointly because of enrollment concerns due budget constraints.

 

Reading 864

F 97

F 97

F 98

F 98

F 99

F 99

F 00

F00

F 01

F 01

F 02

F 02

%Ret

%Suc

%Ret

%Suc

%Ret

%Suc

%Ret

%Suc

%Ret

%Suc

%Ret

%Suc

95%

80%

79%

64%

88%

82%

 

 

 

 

89%

89%

 

 

 

Reading 880: Contextualized Reading for the Workplace 

 

Contextualized Reading for the Workplace is designed to improve the vocabulary, reading comprehension and strategies necessary to pursue vocational training, certification, and/or employment skills.  The text and other materials used in the course are employment-specific.  Reading 880 has not yet been taught mainly because we do not have a reading instructor prepared to teach this class.

 

 

 

Reading 420: Critical and Effective Reading

 

Reading 420 is a college level reading course designed to further advance students' critical thinking and reading effectiveness across the curriculum.  A wide range of challenging reading materials is used in a student centered, interactive classroom setting in which students analyze, develop and express ideas and arguments.  In 1999, Reading 420 was modified to remove the speed-reading component and strengthen the critical reading aspect of this course.  Since the modification, it has been taught only two times, in part due to low enrollment, room availability, and budget constraints.   In the future, we would like to offer Reading 420 with English 100 as a learning community, as well as consider other strategies to best market Reading 420.

 

Reading 420

F 97

F 97

F 98

F 98

F 99

F 99

F 00

F00

F 01

F 01

F 02

F 02

%Ret

%Suc

%Ret

%Suc

%Ret

%Suc

%Ret

%Suc

%Ret

%Suc