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English for Academic and Career Success in Agriculture: A Needs-based Curriculum

English for Academic and Career Success in Agriculture: A Needs-based Curriculum

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English for Academic and Career Success in Agriculture: A Needs-based Curriculum

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  1. English for Academic and Career Success in Agriculture: A Needs-based Curriculum Giselle Muñoz, ResearchAssistant Department of English, UPR-Mayagüez Catherine M. Mazak, P.I. Rosita L. Rivera Rodriguez, Co-P.I. Judy Casey, Co-P.I. Research Assistants: Kimberly Santiago Claudia Herbas Angel Matos

  2. Problem • Agriculture majors… • are over-represented in low-level English as a Second Language basic track courses • have the longest time to degree completion, 6.41 years • have a high rate of dissatisfaction with English courses (2006 English department survey) • have the worst retention rates of all the faculties at the UPRM http://oiip.uprm.edu

  3. Placement into Basic Track 2007 http://oiip.uprm.edu

  4. Solution Situation Priorities • Required English courses are not designed to meet agriculture students’ academic and career needs • Understand student English language needs and create courses designed to meet them

  5. Inputs • Research assistants • Research equipment • Participant support

  6. Outputs • What we do (activities): • data-based needs analysis • create curriculum • publish curriculum on website • evaluate curriculum • Who we reach (participation) • 60% of all agriculture majors at the UPRM with low English proficiency

  7. Outcomes-Impact • Short term/learning: • Curricular revision • cooperation between faculties • train student researchers • Medium term/action • disseminate results about content learning for ESL students • Long term/impact • more Hispanics represented in agriculture and other science careers • improved models for content-based instruction

  8. -data-based needs analysis -create curriculum -publish curriculum on website -evaluate curriculum 60% of all agriculture majors at the UPRM with low English proficiency Understand student English language needs and create courses designed to meet them -Research assistants -research equipment -money for participant support Required English courses are not designed to meet agriculture students’ academic and career needs -Curricular revision -cooperation between faculties -train student researchers -disseminate results about content learning for ESL students -more Hispanics represented in agriculture and other science careers -improved models for content-based instruction Program Development Planning – Implementation – Evaluation Required English courses are not designed to meet agriculture students’ academic and career needs

  9. Contact usdaenglish@gmail.com cathymazak@mac.com (P.I. email) http://usdaenglishandagriculture.wordpress.com/