Tag Archives: community college

Maybe Nursing is Not for You…

1 Jun

… but please, don’t be a nurse…

I have never been one to stomp on a student’s dream.  As an advisor my job is to support and encourage a student’s dreams and plans for achieving their goals.  However, it pains me to talk to students who swear that getting a nursing degree is their one and only career goal — and s/he continuously fails basic math AND swears that s/he can’t stand anatomy and physiology.

I believe all human beings are smart, capable, and have something positive to contribute to the world — no matter how big or small.  So if you know a fellow student (or perhaps this person is you…) who just hasn’t figured out what that special SOMETHING is yet, there is hope for you yet.  Please understand:

IT’S OK TO NOT KNOW WHAT YOU WANT TO DO WITH THE REST OF YOUR LIFE!

I am 34 years of age and my vision of my “ideal career” shifts as I learn new things about myself.  The person I was at 20 is not the same person I am today (thank God!).  Allow yourself some wiggle room for discovery in your first semester or two of community college — whether you are a student who is fresh out of high school or 45+ years of age.  Take that course that interests you — just because it’s available.  Worst case scenario: even if you don’t like it, at least you’ll know early on rather than wasting time and money on a major that doesn’t suit you.  Best case scenario:  you love it and decide to switch your major to something that moves you!

So, if you are currently a nursing — or pre-nursing major — only because it’s the only health career you know of, please take a look at this site:

www.explorehealthcareers.org

This site offers a wealth of information on at least 100 different careers in the health field.  Once you find something that peaks your interest, make an appointment to talk with your advisor and your career counselor to discuss developing a career path that is unique to your interests.  Just don’t end up like this…

Rethinking ESL & Writing Courses in Community Colleges

2 Jun

http://www.cusd118.lake.k12.il.us/district/curriculum/images/ESL_Textbooks.jpg

I’ve had the hardest time trying to figure out what grad school courses to take.  If you don’t already know, I’m a doctoral student at George Mason University’s Community College Education program.  About 1/3 of my courses focus on the scholarship of teaching and learning.  The second third of my courses is meant to focus on an area of teaching of my choosing.  After about 2 years of back and forth, I decided to focus on ESL and developmental writing.  Why? It mostly stems from my experience getting back to the classroom this past semester at Montgomery College teaching GED language and math classes with both native English speakers and multilingual students.  To be honest, I loved it!  And apparently, they loved me back because they asked if I could stay with them as their teacher through college.  My students reinvigorated my interest in developmental education.

In order to teach developmental writing, most community colleges require that you have 15 or more graduate credits in English — which I don’t have (and really have no interest in obtaining…).  Then I said I could take courses in teaching ESL and be able to teach virtually anywhere in the US or in a college or university overseas.  I did some online research and discovered that ESL students have certain challenges in writing that are not shared by native English speakers (duh…).  Meaning, that if I wanted to be able to meet the writing needs of ESL students in college, I would need to take courses in teaching ESL AND writing/composition.

THEN, I decided to ask some professors about what ESL and composition courses to take — and I got no definitive answers.  Apparently language learning is not yet allowed to be interdisciplinary.  If I want to teach ESL, I have to take ESL courses.  If I want to teach writing and composition (designed for native speakers of English, of course…), I need to take English classes.  However I know for a fact that community college classrooms have an interesting mix of multilingual and native English speakers.  Teachers trained in teaching one group over the other often express difficulty in finding teaching methods that reach both groups.  So why are community colleges still making hiring decisions based on this very antiquated way of thinking about writing and language learning?

I happened to be at the library today and came across “Generation 1.5 in College Composition: Teaching Academic Writing to US Educated Learners of English” (2009).  I’m only about halfway through the first chapter written by Dr. Mark Roberge from San Francisco State University and I already started to find that there is a whole movement of ESL and writing professors who are asking the same question.  One of Dr. Roberge’s suggestions for improving college ESL is

Reconceptualizing … college ESL programs as … open to all multilingual students and renaming the program “Composition for Multilingual Students” to eliminate the stigmatizing “ESL” label.

Do you teach ESL and/or college writing (developmental and/or credit bearing)?  Do these courses need a facelift? Have you made any changes to your program based on new research?

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Gladiolas for Mommy: What I Learned About Adult Ed from my Mom

10 May

http://themain-ingredient.info/wp-content/uploads/2009/06/Gladiolus-Mosaic-copy.jpg

Mother’s Day is tough for me.  I lost my mom to breast cancer in 2006 when she was only 49 years old.  To be honest, it hurts to watch mothers and daughters — on any day — arm-in-arm giggling like old girlfriends.  It only reminds me that my mother was taken away from me when, as she said several months before passing, she still felt so young.

Even though my mom is gone now, I still celebrate the other mothers around me — Grandma, Nana, aunts, friends, and now my little sister who is a mother-to-be (WOW!!!).  I remember my mom by buying gladiolas — her favorite flower.  They grow tall, lean, and graceful with beautiful clusters of brightly colored flowers.  They remind me of my mom’s arms; she had a way of gesturing her arms when she was angry or making a joke that was just as elegant as those gladiolas.

So what does remembering my mother have to do with my blog?  My mom embodied what adult education is all about.  My mom hated change (but does anyone really enjoy change?).  However, as we all know, change is inevitable.  When I was very young she worked in a bakery at a grocery store.  I thought it was the coolest job ever because she’d bring home freshly baked breads at the end of her shift.  At some point, she decided she needed to do better and enrolled in a community college.  I remember her taking my sister and I to night and weekend classes when no one was available to babysit.  Mommy would sit us in the back with our Speak & Read to entertain us while she was learning how to be a good student.  I think it was here that she began to develop her own independence too.

Later in life, she and my father divorced after almost 20 years.   At this point, I was in college and my sister was close to finishing high school.  Our home had gone into foreclosure and we moved to a smaller apartment.  It was great to watch my mother set up that apartment.  I think it was the first time in life she was able to do something on her own.  Trying to convince the landlord that a woman who just lost her home, had a terrible credit score, AND had barely enough income to cover basic expenses — all with two teenagers in tow — would be a good tenant was difficult.  But she triumphed.  In the early months, grocery money was tight.  One day my sister and I elected to cash in our water jug filled with a little over $100 in pennies.  The feeling of having done something together to meet a basic need was empowering.  Then, Mommy wanted to put up curtains in the kitchen.  Having no idea how to use a drill, we went down to Home Depot, bought a basic drill, and we put those curtains up!  After it was all done, Mommy looked at our work and her face lit up with pride.  She lifted her graceful arms to show her muscles and proclaimed, “GIRL POWER!”  Even after all the change we endured together — the embarrassment of losing our home, moving to a new place, and worrying about money — I knew we would be fine.  And we were.

When Mommy was diagnosed with 4th stage cancer, she refused to stop living.  She researched all the latest wellness treatments that went beyond chemotherapy.  She wanted to use food to heal her from the inside out.  When she was forced to stop working, she decided to enroll back into college so she could get ready for when the doctor said she was cancer free.  She was excited to buy books and enjoyed talking to me every Sunday about what she had learned that week.  However, the cancer was too aggressive and she got to a point where she had to accept the fact that she was dying.

Even in the process of dying, Mommy continued to learn.  She contemplated how she could use what was left of her life to help others.  She said she was proud that I had chosen to become an educator, and my sister a nurse.  There were moments where it seemed as if she faced death without fear; other times she was begging God for just one more day.  Now I take all those wonderful lessons Mommy gave me and I thank her for the wonderful example of growth and strength she had been to me.

Our adult education classrooms are filled with people just like my mom.  Our students are going through changes they don’t always welcome with open arms, but are doing their best to find their way in the dark.

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Why You Should Join the Council for the Study of Community Colleges

21 Apr

In my last post I talked about my attendance at the 2010 conference for the Council for the Study of Community Colleges in Seattle.  I had a much better time than expected and wondered why I did not see more of my community college colleagues there.  The organization is designed to be a place for folks who do research about any aspect taking place within the community college.  So this can include those doing scholarship of teaching and learning projects as well as those interested in administration, fundraising, etc.  I thought it might be helpful to do a quick post on why anyone interested in community colleges should attend this conference:

  • It’s small! At only 150+ registrants, I have to say that this conference was manageable.  I’ve never been to an AERA conference, but I can imagine how overwhelming it can be.  I have been a member off and on for a few years and my hands cramp up scrolling through their list of SIGs.
  • Grad student friendly! If you are a grad student with a full time job and have attended other education related conferences, perhaps you can relate to what I am going to say.  Many grad schools of education require their students to be full time students so that you can fully engage yourself in research, coursework, a teaching assistantship or two…  As a working adult with a job outside academe, it can be difficult to relate to these students.  I was relieved to find that most, if not all students at the conference had full time jobs while attending class part time (in addition to raising families, for many).
  • Lots of retired faculty who could have easily been someplace warm and sunny! Anyone who chooses to stay connected to a career they have been in for most of their working life after retirement is clearly dedicated to the advancement of their profession.  As a grad student/practitioner this presents a tremendous opportunity to learn from their wisdom.  A special thank you to Dr. Janice Sandiford, a retired faculty from the higher ed department at Florida International University for being my conference mentor!
  • It’s a wonderful community! I felt like all the faculty/researchers were there to support the interests of not only their own students, but others who came from all over the country to attend.  There are plenty of opportunities to become engaged in the organization over the course of the year so that you can get to know people.
  • Community colleges have no stigma at CSCC! As an adult ed instructor who strongly identifies with the community college mission, I have to say that to be around colleagues who get it was refreshing.  These are folks who truly believe in the power of community colleges to offer a real opportunity for success to anyone who wants it.

So, yeah, I plan to be at the 2011 conference in New Orleans.  I am running through a few ideas on what to present — perhaps GED to college, or something analyzing writing center participants.  Do you have any knowledge of CSCC and want to share?  Do you have any ideas for developing a presentation for next year’s conference, please write me!

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Are Community Colleges Truly Teaching Colleges?

18 Apr

I am writing this post from my hotel room after a long day of sightseeing in Seattle.  I’ve been here since Thursday evening participating in the 2010 Annual Conference of the Council for the Study of Community Colleges (CSCC).  I am organizing a post about my overall impressions of the conference that will be put up soon.  However, I had to put this initial thought out there before I leave Seattle.

So what is a community college?  To be brief, community colleges are 2-year colleges that are supposed to focus on teaching and learning.  This is a stark difference from many 4-year colleges and universities where faculty focus on research first, and teaching (among other activities) last.  There are several other differences, but I won’t go into too much detail here.  However, after attending this conference I wonder if this difference is really valid anymore.

The first session I attended at the conference was a roundtable on learning assessment and instructional leadership.  I thought that this would be a popular topic as assessment of learning is particularly popular in the age of standardized testing.  However once I got to the table, my first thought was — why am I the youngest person at this table?  Sure, there were other roundtables going on, but why aren’t young researchers (or at least researchers who are NOT RETIRED) interested in what I thought was the foundation of the community college?

There are plenty of reasons for young researchers to care about learning assessment.  Related to the topic is the increased use (or misuse?) of adjunct professors; some researchers question whether academic rigor is compromised when tenured, full time faculty ranks dwindle.  At the same time, others are concerned that workforce development is taking precedence over liberal arts instruction.  A few posts ago I wrote about my own experience visiting a VERY poorly funded writing center in a Maryland community college.  Many of the community college’s resources dedicated to student learning are having the most difficulty keeping the minimal number of staff and technology needed to keep up with the increased demand for its services.  So can the community college still hold on to the distinction of being a teaching institution when so few seem to be concerned about the state of assessment and instructional leadership?

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Like Squeezing Blood Out of a Turnip…

30 Mar

I recently decided to increase my knowledge and skills in developmental education, teaching composition, and English as a Second Language.  What better place to be immersed in all of that than a community college writing center!  So, a couple of days ago, I visited the Writing Center at Montgomery College in Takoma Park/Silver Spring, MD.  Writing centers are generally available in both 4-year colleges, community colleges , and high schools (which was new to me…).  There are tutors and other support staff available to assist students with papers they write for ALL subjects — not just English.  The tutors are often other students who have been trained to be tutors, but they can also be other faculty, volunteers, and interns.

What I found at the Montgomery College Writing Center was actually exciting, yet horribly troublesome at the same time.  Peg, a staff person who was gracious enough to give me a brief tour, explained that the center mostly serves students from African and South American countries.  There is always a waiting list of students who want to see a tutor, but never enough tutors to fill the need.  There were at least 2 rooms available for group study — both of which were actively being used by groups of 5 or more.  One of the rooms was supposed to be a high tech learning lab with about 30+ computer stations, however budget cuts made it impossible to purchase them.  Even though there is a high demand for services, they had to cut one staff position in order to maintain basic services.  I briefly met with a gentleman on staff who was trying to tally up student information — using MS OFFICE ’93!!!  That is an absolute tragedy (I am actually hoping they meant to refer to MS Office 2003, not 1993 , but I think they know the difference between ’93 and 2003).

With all of this talk about increasing the number of people that achieve at least one year of postsecondary education, why aren’t crucial services like writing centers and other academic support services better funded?  As a GED instructor, I foolishly assumed that the few that go on to community college would get the quality services they needed to achieve at that level.  I know that without those services, most of them would NOT be successful at completing college.

Do you work in some kind of academic support services position at a community college or 4-year college/university?  Do you find you are having to do more with less?  Let me know about it!

For Teachers, By Teachers

22 Mar

A long overdue post…  This post is about professional development.  Part of the reason it has taken me so long to post anything is because I have been hard at work creating my own professional development opportunities — holding down a full time job, getting a doctorate, and teaching 2 nights a week.  So here’s the latest in my life…

I had a wonderful time attending the 3rd Annual Montgomery College AELG Professional Conference For Teachers By Teachers on Saturday, March 13th.  It is the first professional development conference I have EVER been to that was designed specifically for classroom teachers.  Most of the professional conferences I attend are a mixture of teaching, administration, and policy — with the conference topics driven by what administration view as priorities.

I started teaching ABE language and math classes twice a week at Montgomery College in February 2010.  The conference was a great place to meet other teachers, a handful of whom have been teaching in the program for 10 to 15 years (gotta love the dedication to the profession!).  Among the topics of conversation professional development needs.  Some of the teachers did not have graduate level training in teaching (I am speaking anecdotally; I don’t have any stats on the education of the teachers at the school.).  However, many of the teachers worked as volunteer teachers in ESL and GED classrooms for a number of years before venturing out to teaching at the community college.  Those that did have graduate level training were interested in opportunities that would bring some new life to what they have been doing for years.

The problem with attending professional development is that it is SOOOO expensive — particularly here in the DC metro area.  There are several wonderful graduate programs in ESL and other courses related to adult education (instructional design, educational technology, etc.).  Private schools like American University and George Washington University can cost as much as $1000 PER CREDIT!  I am paying about $950 per credit at George Mason University, a state school in VA, but that’s only because I’m an out-of-state student (I plan to make that $$$ back after graduation by working overseas once I finish my classes…).  Many of the teachers would love to participate in these classes, however the life circumstances of adults may not make that a feasible option.  Many of them have careers in other fields and teach in the evenings out of the sheer joy.  Some teachers are taking care of children or elders ON TOP OF TEACHING — try fitting professional development into that crazy schedule!  Others are retired, or close to it, and don’t see how paying tens of thousands of dollars for professional development at a university would be a worthy investment.  That’s why I appreciate the graduate certificate in adult education at the University of the District of Columbia run by Dr. Maigenet Shifferaw.  It was free for me to attend (and perhaps still is) for all adult educators working in DC.  But programs like that are rare…

The problem with the high cost of professional development for adult educators is the fact that the need for teachers of non-credit ESL, ABE, and GED classes is that the need is increasing — particularly as the skills needed for even the most entry level positions requires postsecondary education.  Dean Donna Kinerney talked of how the AELG program serves about 12000 students a year , a number funders cannot ignore.  The image of workforce development departments in community colleges is that they are fun, leisure classes that do not lead to a substantial credential — and this is partially true.  However the ESL, ABE, and GED courses are a necessity for many adults who desperately need basic skills to gain entrance into college and job training programs that will lead to a self-sufficient wage.  Community colleges across the country are focusing on pushing these students through to college level courses.  But can that really happen with teachers who don’t have the appropriate training?  How can we make professional development available for teachers to make that push to college level courses a reality for more students?  Are teachers the only ones who are responsible for this?  What do you think?

I’m Teaching at a Community College!

23 Jan

I am very excited!  I just got word yesterday that I have been accepted to be a basic reading and math instructor at Montgomery College in MD.  The adult basic education (ABE) department is housed within their workforce development office.  I interviewed for the position late last summer and was actually offered the position then.  But I was unable to take it because the class days and times clashed with my school schedule.

I have been trying to get my foot into the door at a local community college for a couple of years.  The problem was that I was never sure of where I fit into the community college mission.  I once had my hopes set on obtaining a part-time faculty position.  However, after looking at the various departments and types of classes offered, it was clear that I was not fit to teach much of anything other than basic education.  Don’t get me wrong, I am honored to teach basic education.  However, I taught it for several years at a community based organization in DC.  I thought that if I was going to move up to the community college, perhaps I can teach something different.  But hey, community colleges have all sorts of interesting programs that focus on transferring GED students to college.  Perhaps this teaching position will lead to other opportunities.

If I like this position this semester, I will teach again during the summer and use it as an internship.  I am a doctoral student at George Mason University’s Community College Education program.  What has been difficult for me is that most of my colleagues in the program currently work in or have significant experience in higher education.  Aside from that mess of a job I took living with 500+ drunk undergraduates at UMASS (NEVER AGAIN!!!), I really don’t have much positive experience working in higher education.  The past 10  years of my career have been in community based education and training programs.  So you can see why I am excited about this new adventure in community college education.  I hope to have plenty to talk about in the coming weeks about my students and Montgomery College.

Adult Ed Gets No Respect

7 Jan

I’ve been thinking about the presence of adult education in the news.  The Brookings Institute released a study in early December 2009 called, “Invisible: 1.4% Coverage for Education is Not Enough.”  1.4% is the percentage of news coverage focused on education from Jan – Sept ’09.  So how much of that educational coverage focused on adult education?  Of that tiny percentage, 2.9% of the education news focused on community colleges.  While community colleges do a lot to try to meet the needs of different types of adult learners, they do not meet the needs of all adult learners — particularly those that do not have the basic skills to enroll in college level courses.  What is unclear from the study is the amount of coverage focused on the hundreds of community based nonprofit organizations that offer basic literacy, GED, External Diplomas, and job training courses.  The Brookings study had passing mentions of alternative education programs which can fall under the realm of a formal state supported school, or a community based program — it’s just not clear.  So perhaps adult education is in need of a new identity.

Adult ed is in need of a new identity because of the many misconceptions people have about it.  For the most part, adult ed is still looked upon as education for people who couldn’t hack it the first time around.  Quite frankly, some of that blame lies on those of us who are part of the profession.  We do a terrible job of letting the world know the value of what our programs offer to adult learners who often do not have the resources to attend college or more expensive job training options.  I know of many colleagues who put their heart in their work as teachers and administrators because they believe that their students are worth the time and effort.  We, as an adult education community, get the importance of our work.  But the rest of the world just doesn’t get it.  So what can we do to make it better?

I think the adult ed community is only beginning to understand the importance of social media.  What will using social media to its fullest extent do for us?  Give us some respect! If we don’t let the world know about our work, who will?  Some of the reasons may include:

Not enough money and/or staff

Social media is free.  As long as you have internet access, you should have no problem accessing all types of social media.  Most adult ed organizations have volunteers and interns whom you trust to teach classes.  What’s the problem with getting a volunteer or intern to help you develop a social media presence?

Lack of computer skills amongst adult ed practitioners

In speaking with people who organize professional development for adult educators, there is often a problem with getting teachers to invest in long term computer skill training.  This problem is also pervasive amongst K-12 educators and higher education faculty as well.  If you have developed or have been a part of successful technology training program for educators at any level, please contact me and let me know all about it.

Students/clients don’t use computers and/or the internet

I am starting to find that this assumption is no longer valid — particularly with younger students in adult ed programs.  Some of my students have had Facebook and MySpace pages that they use to keep up with their friends.  It seems that just about every college and university is using blogs, Facebook, and Twitter to recruit students.  However marketing education programs can have multiple purposes — marketing to students is only one of them.  Education programs should also be marketing to attract volunteers, potential employees, funders, news media, etc.  Participating in social media allows you to participate in a much larger conversation about what you have to offer that extends beyond your students.

So here are some examples of DC’s social media presence:

If you are an adult ed organization anywhere on the planet who is using social media, let me know about it!  I plan to create a blog post in the near future about all the organizations doing interesting things with social media.

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