Improving student retention and success of English as second language students at Delaware Technical Community College, Wilmington campus
Date
2019
Authors
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Journal ISSN
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Publisher
University of Delaware
Abstract
The English as Second Language (ESL) program at Delaware Technical Community College (DTCC) began in 1984. The program offers students, whose first language is something other than English, the chance to improve their proficiency in English. By doing so, they are awarded the English as a Second Language certificate. Incoming ESL students are given individual attention as they go through the admission and application process. ☐ This Executive Position Paper (EPP) focuses on problems with persistence and academic success of the ESL student population at the Wilmington campus of DTCC. Persistence refers to remaining in school each semester with passing grades in courses. Academic success is about achievement and proficiency. Academic success refers to the goal of mastering course content, developing college level language and mathematical skills, and attaining the level of knowledge and skills to qualify for skilled trades and professional jobs. ☐ The goal of this investigation was to improve student persistence and academic success in the ESL program’s courses. A number of questions were explored to help develop recommendations to improve persistence and academic success in the ESL program: 1. What factors predict students’ persistence in the program? 2. What factors affect students’ persistence in the program? 3. What were the course outcomes and completion rates? The data enabled analyses of factors associated with student success measured as follows: • Percentage of students completing the ESL program over the last five years • Time of degree completion ☐ Factors affecting student success are measured by: • Gender, Age, Educational Background and Ethnicity data • Full-time, Part time, and Employment status ☐ I also utilized data from a departmental survey and in addition I met with students in small groups to get feedback on their perceptions of the program – to learn about qualities they perceived as helping their success and enhancing their educational experience as well as, on the other hand, features that were difficult or posed obstacles to success. ☐ Lastly, I reviewed other model ESL programs for insights into how I might improve our program. These programs are nationally recognized for their success in Teaching English as a Second Language (TESOL). • Context-Based Learning Approach at Kingsborough Community College • Theme-Based Approach at Bunker Hill Community College • Accelerated Programs for Academic Purposes at Miami Dade College • PUENTES Mentoring Approach At California Community Colleges • Generation 1.5 Student Assistance ☐ Findings from the analyses in Chapter 2 and 3, along with the models presented in Chapter 4, indicate that student success along with retention may increase if we do five things: (a) improve course level placement, (b) separate the program into two pathways, (c) review curriculum and reduce segmentation, (d) develop more consistency in standards and assessments across courses and sections, and (e) provide more mentor and career counseling. These recommendations are presented in Chapter 5 along with guidance on implementation strategies.