ࡱ> >@= 3 bjbjVV 4.<<3$ I0!!!!!$yZ!!000!!0000!`<& 00I0u0u0u000Iu : Academic Year 2009/2010 Assessment Report Intensive English Fairmount College of Liberal Arts and Sciences Intensive English First Problem identified: Cheating, including plagiarism, continues to be a problem although less of a problem since instituting a cheating policy three years ago. Solution stated: The formal Intensive English Language Center Consequences of Cheating Policy was put into effect in September, 2007, which has had a positive effect in lowering instances of cheating. However, in the higher levels we are still seeing plagiarism. Another very significant method of cheating is occurring by cell phone use. In one class, someone took pictures of the test with his/her cell phone and passed it along to other students. Additionally, students have been caught texting the answers to questions to classmates. How change/solution will be implemented: Intermediate II (Level 3) through IAS (Level 6) writing teachers will continue to use Blackboard, Safe Assignment, and/or Google to detect plagiarism, such that students will have a more difficult time defending themselves when the programs do detect plagiarized material, and that responsibility will no longer place a burden on the teacher. Also, basic summarizing and paraphrasing skills will be overtly taught beginning in Intermediate I writing classes (Level 2) so that students will be more familiar with ways to avoid plagiarizing by the time they get to the upper level writing classes. In regard to cell phones in the classroom, the teachers will make the students aware of 鶹ýs Policies and Procedures for Cell Phones and Pagers in the Classroom. If necessary, the teachers can have the students turn off their cell phones and place them on the teachers desk on test and/or essay writing days. This seems to be more necessary at the lower levels than at the higher ones. As has been true in the past, cheating continues to occur among returning students who continue breaking rules and new students who are testing the system. We will continue to monitor the effect of the various methods weve implemented to minimize and/or eliminate cheating. Second Problem identified: Attendance continues to be a problem with some students in spite of the formal policy we established and implemented in October of 2007. Solution stated: The teachers agreed that the policies in the Intensive English Language Center Attendance Policies have had a positive effect on attendance and tardies. They also agreed that it is most effective when all teachers follow through with these guidelines, as were delineated in the 2007/2008 Assessment Report. Nevertheless, chronic absentee students and new students testing the system still keep the absentee rate higher than we would like. How change/solution will be implemented: We will continue to enforce the Attendance Policies in all classes in all levels, and the teachers will continue to report absenteeism early. In addition, as soon as absenteeism is noted and is reported to the director, an attendance warning letter will be sent to the student by the director to try to stop the problem before it gets worse. It is hoped that the enforcement of the policies and early reporting to the director and early notification to the student will reduce the absentee rate even more. Over the last nine sessions, a number of students have not passed some classes due to absenteeism, but they usually are better at attending classes the following session. We will continue to monitor the effect of the policies, early reporting and early notification on reducing absenteeism in our program. Third Problem identified: The need for students to make normal progress in our program was addressed for the first time in September of 2009. It is not uncommon for some students to repeat a level once, which is not desirable, but is acceptable. However, to repeat a level two or three times is not acceptable because that means it takes three to four sessions just to pass one level. Students are encouraged to attend class faithfully if they are repeating the level so they can be successful and move on to the next level at the end of the session/semester. Solution stated: We now have two means of notifying students that they must pass a given level or seek another program to attend. First, as was implemented in the Fall II session of 2008, a Dismissal Warning Letter is sent shortly after the session begins to students who are repeating a level informing them that they must pass the level that session/semester. If they do not, they will be asked to find another program to attend at the end of the semester. The second means of notification is with the Mid-Term Progress Report wherein students are notified that they are failing one or more classes with Ds or Fs. In the Additional Comments on that report, the director writes words of encouragement, but also reminds them that they are repeating the level and they need to pass in order to continue in our program. How changes/solution will be implemented: Since this is an ongoing problem, we will continue with the Dismissal Warning Letter, notification of possible dismissal from the program in the Mid-Term Progress Reports, and, finally, the actual Dismissal Letter. We will keep track of each students behavior and progress after receipt of either the first or second warning or both. Addendum: As a result of the implementation of the solutions to the Second Problem and the Third Problem two years ago, we had a 2.7% increase in the number of students proceeding through our program in a timely manner: 83.4% in 2008/2009 compared to 80.7% in 2007/2008. It is our desire that this percentage increase even more as we continue to hold students accountable to attend classes and limit the number of times they may repeat a level. Unfortunately, there was a 5.9% decrease (from 2008/2009) in the number of students proceeding through our program in a timely manner in 2009/2010. We strongly believe this is a temporary downturn and that the number proceeding through our program in a timely manner will increase in the 2010/2011 academic year. 09 September 2010 )* C , 0 D E F p   _ c %&jkD諟ğğyЫmğğh6666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~ OJPJQJ_HmH nH sH tH J`J #Normal dCJ_HaJmH sH tH DA D Default Paragraph FontRiR 0 Table Normal4 l4a (k ( 0No List PK![Content_Types].xmlj0Eжr(΢Iw},-j4 wP-t#bΙ{UTU^hd}㨫)*1P' ^W0)T9<l#$yi};~@(Hu* Dנz/0ǰ $ X3aZ,D0j~3߶b~i>3\`?/[G\!-Rk.sԻ..a濭?PK!֧6 _rels/.relsj0 }Q%v/C/}(h"O = C?hv=Ʌ%[xp{۵_Pѣ<1H0ORBdJE4b$q_6LR7`0̞O,En7Lib/SeеPK!kytheme/theme/themeManager.xml M @}w7c(EbˮCAǠҟ7՛K Y, e.|,H,lxɴIsQ}#Ր ֵ+!,^$j=GW)E+& 8PK!Ptheme/theme/theme1.xmlYOo6w toc'vuر-MniP@I}úama[إ4:lЯGRX^6؊>$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! I_TS 1?E??ZBΪmU/?~xY'y5g&΋/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ x}rxwr:\TZaG*y8IjbRc|XŻǿI u3KGnD1NIBs RuK>V.EL+M2#'fi ~V vl{u8zH *:(W☕ ~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4 =3ڗP 1Pm \\9Mؓ2aD];Yt\[x]}Wr|]g- eW )6-rCSj id DЇAΜIqbJ#x꺃 6k#ASh&ʌt(Q%p%m&]caSl=X\P1Mh9MVdDAaVB[݈fJíP|8 քAV^f Hn- "d>znNJ ة>b&2vKyϼD:,AGm\nziÙ.uχYC6OMf3or$5NHT[XF64T,ќM0E)`#5XY`פ;%1U٥m;R>QD DcpU'&LE/pm%]8firS4d 7y\`JnίI R3U~7+׸#m qBiDi*L69mY&iHE=(K&N!V.KeLDĕ{D vEꦚdeNƟe(MN9ߜR6&3(a/DUz<{ˊYȳV)9Z[4^n5!J?Q3eBoCM m<.vpIYfZY_p[=al-Y}Nc͙ŋ4vfavl'SA8|*u{-ߟ0%M07%<ҍPK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 +_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!Ptheme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] 3 .D3 #3 L# AA@0(  B S  ? 55x#3 a Y`}-l5[W8GCHEKK3O*Z