ESL PROFESSIONALS TRAVEL SEMINAR:

EXPLORING THEMES OF IMMIGRATION &

EDUCATION

Stephanie Jackson- PIM68

IE CLC- Rodman

July 2010

INTERNATIONAL EDUCATIONCOURSE LINKED CAPSTONE (CLC)

Design & Delivery/Design Concepts & Evaluation

Theory to practice New, fresh and innovative

“The major Capstone project for this CLC is to design, develop, expand, evaluate, and/or otherwise analyze an outbound or inbound international education mobility program for a group of sojourners.”

PROFESSIONAL PRACTICUM

CENTER FOR GLOBAL EDUCATION (CGE)

Augsburg College Est. 1982 Three program sites Experiential education Social justice

CGE’s Mission Statement, Travel Seminar Program Planning Checklist, n.d.

“To provide cross-cultural educational opportunities in order to foster critical analysis of local and global conditions so that personal and systemic change takes place leading to a more just and sustainable world.”

CGE’S EDUCATIONAL PHILOSOPHY

Process Community Critical Analysis Content Action

POSITION RESPONSIBILITIES

Marketing Intern Research Marketing copy Social media Program blogs

Teaching Assistant

Resident Advisor New International

Business program Lab groups Mediator

PROGRAM DESIGN

PROGRAM OVERVIEW

July 10-23, 2011 ESL professionals Experiential Immigration, language

learning, overall social climate in Mexico

WHAT’S FRESH & NEW?

Theoretical backgroundNeeds assessmentCurriculumMarketing & recruitment plans

THEORETICAL FOUNDATIONS

STATISTICAL BACKGROUND

44% of adults in educational programs (NCES, 2007)

3.8 million students (NCE S, 2007)

46 million Hispanics living in the U.S. (2008 Census)

Most populous minority group (Chavez, 2003)

English as a Second Language (ESL) Immigration

PSYCHOLOGICAL IMPLICATIONS

Acculturative stress Sociocultural adaptation strategies

(Kimberlin, 2009) Social identity theory (Hernandez,

2009)

SECOND LANGUAGE LEARNING

ENGLISH AS A SECOND LANGUAGE (ESL)

Seeking quality of life

Immigration issues Economic changes Children

Unique classrooms Empathy for

students Creating a

community Different

backgrounds

Learners Educators

ADULT LEARNERS

Life experiences Specialized training Responsibilities Immediate Objectives

(Shallenberger, 2009)

“Transformative learning is not an add-on. It is the essence of adult education” (Mezirow, 1997).

GOALS & OBJECTIVES

PROGRAM OBJECTIVES

The ESL travel seminar will:

Offer opportunities for participants to interact with and learn from local community members

Act as a continuing education opportunity for ESL professionals

Encourage reflection and critical analysis among participants

Attract and strengthen organizational relationships within the Cuernavaca community

PARTICIPANT OBJECTIVES

After participating in this program, participants will be able to:

Demonstrate a familiarity with the current economic, political, and educational realities within Mexico

Articulate current U.S.-Mexico relations, especially those related to immigration

Empathize with foreign language learners in the U.S.

Understand Spanish at a basic conversational level or higher

NEEDS ASSESSMENT

NEEDS ASSESSMENT

Identified stakeholders CGE staff meeting Anonymous online surveys

13 CGE staff members Approx. 40 ESL professionals

23 survey responses

SURVEY RESULTS

Issues of immigration

Cultural issues U.S.–Mexico

relations Ideal timeframe

Similar issues International

experiences Summer program Financial restrictions

CGE Staff ESL Professionals

CURRICULUM

PROGRAM PEDAGOGY

Speaker-based education Creating a dialogue Time for reflection Adult learner needs

CURRICULAR THEMES

Immigration Economic, political, social climate of Mexico U.S. – Mexico relations Foreign language learning “Majority” vs. “minority”

Sun. 10 Mon. 11 Tues. 12 Wed. 13 Th. 14 Fr. 15 Sat.. 167:00 am: Desayuno

7:00 am: Desayuno

7:00 am: Desayuno 7:00 am: Desayuno

7:00 am: Desayuno 8:00 am: Desayuno

8 am: Spanish placement exam at Universal Language School

8-11 am: Spanish instruction @ Universal

8-11 am: Spanish instruction @ Universal

8-11 am: Spanish instruction @ Universal

8-11 am: Spanish instruction @ Universal

9:30-11:30 am: Immigration panel in Amatlan

11 am: Market Basket Survey intro11:30-1:30 pm: Market Basket Survey

11:30-1:30 pm: School visit (La Escuela Conafe de Loma Bonita)

11:30-1:30 pm: School visit (Con Nosotros AC, a school in Jiutepec for students with special needs)

11:30-1:30 pm: School visit and presentation on education in Mexico (Colegio Marymount)

12:00-1:30 pm: Visit to Atekokoli, a local community center in Amatlan

1:30 pm: Comida 1:30 pm: Comida 1:30 pm: Comida 1:30 pm: Comida 1:30 pm: Comida Comida in Amatlan

Participant arrival and airport pick-up

2:30-4:00 pm: Market Basket Survey debrief

2:30-4:00 pm: Immigration workshop (watch Immigration Gumballs video and discuss)

2:30-4:30 pm: Talk from Fred Rosen on Mexican society, politics, and education

Return to Cuernavaca for a free afternoon

Health and safety orientation; house tour; schedule review

4:30-6:00 pm: Performance of The Deportee’s Wife

6:30 pm: Cena 6:30 pm: Cena 6:30 pm: Cena 6:30 pm: Cena 6:30 pm: Cena 6:30 pm: Cena 6:30 pm: Cena

8:00 pm - Optional immigration movie

8:00 pm - Optional immigration movie

 

STAFFING PLAN

TRAVEL SEMINAR COORDINATOR

Based in Cuernavaca Reports to Cuernavaca Site Director In-country logistics Coordinates budget Emergency contact Translation duties

CGE PROGRAM INTERN

Based in Cuernavaca Pre-arrival logistics Conduct orientation Activity facilitation Resident Advisor Emergency contact

TRIP SPONSOR

Non- CGE staff member Program-by-program Recruitment Coordinates logistics

PROGRAM MARKETING

MARKETING PLAN

Update CGE website Short article NAFSA list-servs Social media

New brochure All program details CEU opportunity

School visits Organizational visits

Online Print/In Person

ORGANIZATIONAL VISITS International Association of Teachers of English as a Foreign

Language International Association for Language Learning Technology Teachers of English to Speakers of Other Languages (TESOL) American Association of Intensive English Programs Assembly for the Teaching of English Grammar Center for Adult English Language Acquisition National Association for Bilingual Education National Clearinghouse for English Language Acquisition National Council of Teachers of English Minnesota TESOL American Federation of Teachers Association for Experiential Education National Council for the Social Studies SIT Graduate Institute: Masters of Arts in Teaching (MAT) faculty

and students

STUDENT RECRUITMENT & ADMISSIONS

RECRUITMENT

Past participant program $100 off

School & professional association visits Annual meetings

Diversity plan Inclusive language Mary Witt Scholarship

Admissions Continuing Education Units (CEUs)

LOGISTICS

PROGRAM LOGISTICS

Travel and transportation Airfare not included CGE vehicles Valid passport

Lodging and meals CGE program house Meals on-site or in community

Participant considerations Mandatory insurance Vaccinations

Programmatic considerations On-call phone Expense report

HEALTH & SAFETY PLAN

HEALTH & SAFETY

Application process Release of liability Medical conditions

Insurance enrollment

Pre-departure information

On-site orientation Health and safety

agreement 24/7 on-call system Velador Community

relationships

Prior to the program… During the program…

PROGRAM BUDGET

Assumptions  

# of Participants 15

Program Fee $2,000

# of Days 14

Staffing  

Travel Seminar Coordinator $4,200

Program Materials  

Marketing Brochures $50

Pre-Departure Information $8

Orientation Packets $8

Program Recruitment  

Staff travel $1,000

Housing and Meals  

On-site housing and meals $7,980

Non-CGE Meals $525

Transportation  

Airport Shuttle (x2) $60

Gas $600

Tolls $30

Parking $100

Insurance  

EIIA Policies $1,185

Language Classes  

Two Weeks of Instruction $3,600

Excursions and Speakers  

Market Basket Survey $40

Speaker Honorariums $462

Immigration Panel $140

The Deportee's Wife Performance $125

Xochicalco (w/guide) $70

Artesanos Unidos $25

Contingency Fund  

Miscellaneous $1,500

Overhead  

20% of Program Costs $4,341

TOTAL PROGRAM COST $26,048

Participant Fees $28,000

Program Scholarships $500

TOTAL PROGRAM REVENUE $1,452

EVALUATION

EVALUATION

Program and participant levels Ongoing evaluation Participant surveys Trip leader report Environmental scan

CONCLUSIONS & IMPLICATIONS

CONCLUSIONS

Benefits to CGE Revenue/staffing Starts a “personal and systematic change…

leading to a more just and sustainable world” (CGE Mission Statement, n.d.)

Benefits to participants Continuing education opportunity Better understand reality of foreign language

learners Benefits to ESL learners and immigrants

Needs will be more effectively accommodated More fulfilled and better adjusted

QUESTIONS??…Anything I can clarify? Go more into depth on? Anything missing?...

REFERENCES Center for Global Education. (2007). CGE Consultant Kit.

Center for Global Education Educational Philosophy. (2010). Retrieved April 19, 2010, from http://www.augsburg.edu/global/about/philosophy.html.

Chavez, L. (2003). Educating the Largest Minority Group. The Chronicle of Higher Education, 50(14), B6.

Emergency Preparedness Plan. (2004). Retrieved April 24, 2010, from http://www.augsburg.edu/global/about/safety.html#plan.

Engin, A.O. (2009). Second Language Learning Success and Motivation. Social Behavior & Personality: An International Journal, 37(8), 1035-1041.

Hernandez, Maria. (December 2009). Psychological Theories of Immigration. Journal of Human Behavior in the Social Environment, 19(6), 713-729.

Kimberlin, S. E. (2009). Synthesizing Social Science Theories of Immigration. Journal of Human Behavior in the Social Environment, 19(6), 759-771.

Kolb, A. Y., & Kolb, D. A. (2005). Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Academy of Management Learning and Education, 4, 193-212.

Mezirow, J. (1997). Transformative Learning: Theory to Practice. New Directions for Adult & Continuing Education, 74, 5-12.

National Center for Education Statistics. (2007). Retrieved January 18, 2010, from http://nces.ed.gov/fastfacts/display.asp?id=89.

Number of ESL Students in US. (2010). Retrieved April 19, 2010, from http://www.numberof.net/number-of-esl-students-in-us/.

Paige, R. M. (1993). Education for the Intercultural Experience. Yarmouth, Me: Intercultural Press.

Shallenberger, D. (2009). Education Abroad for Adult Students. International Educator, (18)1, 50-53.

Social and Economic Characteristics of the Hispanic Population. (2008). Retrieved March 24, 2010 from http://www.census.gov/compendia/statab/2010/tables/10s0039.pdf.

Travel Seminar Program Planning Checklist: Mexico. (n.d.) Retrieved April 26, 2010, from http://www.augsburg.edu/global/customizedseminars/documents/Mexico_Program_Plann.pdf.