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<div class=Section1>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Jodi,<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>I think that’s a fantastic conceptualization. As you know,
I am not well-versed in learning theory, but I can’t help believing that
these kinds of ideas would be invaluable to teachers. I would love to hear from
the group whether they think most of their teachers are “up on”
these kinds of insights from learning theory and apply them. Or is this part of
the “professional development” challenge we face. It seems to me
that it would be tragic if we don’t have the resources to help teachers
tap into as much of this as there is.<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Forrest <o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<div>
<div style='border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt 0in 0in 0in'>
<p class=MsoNormal><b><span style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'>From:</span></b><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'>
assessment-bounces@nifl.gov [mailto:assessment-bounces@nifl.gov] <b>On Behalf
Of </b>Jodi Crandall<br>
<b>Sent:</b> Friday, February 08, 2008 11:40 AM<br>
<b>To:</b> The Assessment Discussion List<br>
<b>Subject:</b> [Assessment 1184] Re: (no subject)<o:p></o:p></span></p>
</div>
</div>
<p class=MsoNormal><o:p> </o:p></p>
<p class=MsoNormal>Kevin,<o:p></o:p></p>
<div>
<p class=MsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=MsoNormal>Are many of your students what we now refer to as generation
1.5 students? They have had much or most of their education in this
country, but may still need extensive help with academic English, especially in
writing?<o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=MsoNormal>If so, are there any special things that you have tried to
help this population?<o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=MsoNormal>Do you also have international students?<o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=MsoNormal>Joy Reid has written extensively about "ear"
learners (generation 1.5 learners would likely be here) and "eye"
learners and how their needs are so different. Ear learners are those who
were immersed in an English-speaking environment and have learned their English
orally. As you suggest, they have strong Basic Interpersonal Communication
Skills or social language, but may not have developed the academic language
required for success in the community college. Eye learners are just the
opposite: they have learned English through books and lack the fluency of ear
learners, but are more likely to have more standard English While these
two groups share some common needs, they are also very different in
others. It's a real challenge. Getting these ear learners prepared
for the college is something that lots of people are talking and writing about.<o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=MsoNormal>There is also the problem with the first group that they
speak English and often are offended when told they need more English,
especially when it's ESL!<o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=MsoNormal>In effect you are teaching only credit ESL, is that right?
Are there linkages with any of the programs in the community that are
teaching lower level ESL?<o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=MsoNormal>Jodi <o:p></o:p></p>
</div>
<div>
<div>
<div>
<p class=MsoNormal>On Feb 8, 2008, at 10:42 AM, Forrest Chisman wrote:<o:p></o:p></p>
</div>
<p class=MsoNormal><br>
<br>
<o:p></o:p></p>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'>Kevin,<o:p></o:p></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'>Thanks
for the explanation. I find it VERY useful. It’s a very interesting
model. I’m not surprised that your students are motivated for college,
because they’ve signed up for a college prep track! What worries me are
the limited aspirations of many lower level ESL students who may have college
potential. <o:p></o:p></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'>I
understand now why you don’t have the resources to operate a more comprehensive
program. I’ve heard an increasing number of stories about areas were the
LEA runs the federal/state adult education ESL grant program and has
asked the local college to take it over (because the LEA has concluded
it’s an “adult” program). Have there been any rumblings of
that in your area?<o:p></o:p></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'>Best
of luck in your good work.<o:p></o:p></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'>Forrest
<o:p></o:p></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
<div>
<div style='border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt 0in 0in 0in'>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><b>From:</b>
assessment-bounces@nifl.gov [<a href="mailto:assessment-bounces@nifl.gov">mailto:assessment-bounces@nifl.gov</a>]
<b>On Behalf Of </b>Hinkle, Robert<br>
<b>Sent:</b> Friday, February 08, 2008 9:42 AM<br>
<b>To:</b> The Assessment Discussion List; The Assessment Discussion List<br>
<b>Subject:</b> [Assessment 1174] Re: (no subject)<o:p></o:p></p>
</div>
</div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
<div id=idOWAReplyText16615>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'>I
believe we do have a hard time getting enough students fed into our program and
with the appropriate background to succeed if they do come to us. It is a real
problem. There are some workplace ESL programs which are run through our
Corporate and Continuing Education Office, but those students rarely, if ever,
come to us. And they serve the employees of specific companies as opposed to
the community at large. <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'>Our
ESL program is within an academic department in the college (Communication and
Languages) and so is run like every other. ESL students pay the same tuition
and fees as all other students at the college. We do not receive special
government funding beyond what the state and counties provide for the college
as a whole as a part of our yearly budget.<o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'>Finances
are probably a big reason why we are getting fewer students at the low levels.
Community programs are free or low cost; although in the scheme of higher
education, the community college is less expensive, it may still be out of
reach of many students. <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'>In
terms of having a more comprehensive program, we are limited by a small staff,
and the unlikelihood of being able to expand given college budgeting
restraints. In addition, our three full-time faculty members (including myself)
not only teach 15 credit hours per semester but also do the administrative work
required. We do advising, scheduling, and the many other tasks associate with
keeping the program afloat. The only "official" administrative
support for the program is through the 3 hours of overload I receive to serve
as Adjunct Coordinator. <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'>The
belief that they can attend college does not seem to be a problem with our
population although I can certainly see that it could be. A growing problem for
us (and many around the country) is the disconnect between high schools and
colleges in terms of student preparation. Either the high schools do not think
the students are college-bound and so don't bother to give them a college-prep
course of study, or there is simply a growing gap between the expectations of
each. Additionally, students seem to think that a high school diploma equates
to college readiness.<o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'>We
do our best to advise students, but we don't always have enough time - and as
professors primarily - may not know ourselves what all of the options for
students are. <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
</div>
</div>
<div id=idSignature30909>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'>Kevin
<o:p></o:p></p>
</div>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
<div class=MsoNormal align=center style='text-align:center'>
<hr size=2 width="100%" align=center>
</div>
<p class=MsoNormal style='mso-margin-top-alt:auto;margin-bottom:12.0pt'><b>From:</b>
<a href="mailto:assessment-bounces@nifl.gov">assessment-bounces@nifl.gov</a> on
behalf of Forrest Chisman<br>
<b>Sent:</b> Thu 2/7/2008 10:38 PM<br>
<b>To:</b> 'The Assessment Discussion List'<br>
<b>Subject:</b> [Assessment 1172] Re: (no subject)<o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'>Dear
Kevin,<o:p></o:p></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'>Many
thanks for providing all of us with a profile of your program. Seeing the
variety of college program goals and designs is extremely valuable in
stimulating ideas about how to do a better job in delivering ESL.<o:p></o:p></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'>Personally,
I think that it is perfectly valid for colleges to elect to offer solely
pre-academic ESL at the non-credit level. But it does prompt the concern about
whether other programs in the college’s service area are providing
non-academic ESL to large enough numbers of students and at a high enough
quality to “feed” the college program – as well as how well
their efforts articulate with yours. I wonder whether this troubles you, and if
so whether/how you have addressed the issue. Frankly, I think one reason
why many colleges offer comprehensive ESL programs is that they would prefer to
“make” pre-academic students themselves, rather than rely on others
to do it. Another reason, of course, if that they may not be eligible for
federal/state grant money unless they offer comprehensive programs. Does your
college receive these funds to support its pre-academic program? If not, how is
it supported financially?<o:p></o:p></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'>I
heartily agree that helping students set realistic goals and understand their
options is essential. I believe, however, that encouraging students to expand
their goals as they succeed is also essential. For example, many immigrants
come from countries where going to college is the privilege of very few, and
thus may consider that an unrealistic goal unless they are encouraged to
take the steps necessary (often one step at a time). The problem seems to be
that it is hard for most programs to find the resources to provide very much
guidance of any of these kinds to most students. I wonder if anyone has any
solutions to THAT issue. <o:p></o:p></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'>In
any event, many thanks for fleshing out an interesting model. <o:p></o:p></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'>Forrest
<o:p></o:p></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
<div>
<div style='border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt 0in 0in 0in'>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><b>From:</b>
assessment-bounces@nifl.gov [<a href="mailto:assessment-bounces@nifl.gov">mailto:assessment-bounces@nifl.gov</a>]
<b>On Behalf Of </b>Hinkle, Robert<br>
<b>Sent:</b> Wednesday, February 06, 2008 9:19 PM<br>
<b>To:</b> <a href="mailto:assessment@nifl.gov">assessment@nifl.gov</a><br>
<b>Subject:</b> [Assessment 1148] (no subject)<o:p></o:p></p>
</div>
</div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
<div id=idOWAReplyText56074>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'>Hi
All,<o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'>I
have been reading most of the discussion comments and wanted to address a few
issues. First, however, I'll give a summary of our program. <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'>I
teach ESL at Raritan Valley Community College in New Jersey. Our program serves
approximately 350 students from diverse language backgrounds. Our program
offers two pre-academic levels of all skills ESL instruction (a six hour per
week non-credit class). In addition, we have 5 levels of academic ESL
preparation divided into three courses - Reading/Writing, Grammar, and
Speaking/Listening). Our highest level Reading/Writing course gives successful
students 6 elective credits that count towards RVCC graduation, but those
credits do not transfer. Our semesters are 15 weeks. If a student misses 20% of
any class, the instructor may withdraw that student (they are not, however,
obliged to withdraw these students). At the moment, the late enrollment policy
is that students may register for a course prior to the second week of class
but not thereafter. Research, of course, indicates that students who begin a
class late have a much higher rate of failure than those who begin on time. <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'>In
our program, we have three full-time faculty and approximately 16-18 adjuncts. <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'>We
have focused our program on academic prep ESL because we are a small program
with limited resources, and we have a very difficult time finding qualified
adjuncts. Also, a significant majority of our students have signalled
their intention to obtain a college degree. Moreover, there are community
programs that offer basic English skills although there is often a long waiting
list to obtain the services. In other issues, we use the Accuplacer ESL test
for placement and have in-house standardized tests at the end of each level of
grammar and reading/writing<o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'>Within
our classes, highly educated non-native speakers usually progress much more
quickly. One of the most challenging groups is students who graduated from
local high schools but still have inadequate English skills - and not
infrequently, weak academic skills in general. One of the strategies that I
would personally wish for is real communication between K-12 and community
colleges so that students get the language skills they need before they enter
college. I understand that there is great pressure to move students out of ESL
in many school districts, but ultimately, it does a huge disservice both
financially and in terms of motivation to students whose skills remain more
BICS than CALP. <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'>I
agree with those who suggest that first language literacy issues should be
addressed before students enter ESL. However, it becomes complicated to find
funding and support for such efforts. In my experience, students with low level
literacy skills become frustrated and are not ultimately successful -
probably by any definition. I am uncomfortable with the idea that they are
spending hard-earned money when the chances for success in ESL are minimal. We
advise students that the program is academically-oriented; often they have
little understanding of what that means. <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'>I
do not agree with the suggestion that the bar be lowered so that students with
low-intermediate skills be allowed in credit classes (at least at my college).
Historically, other faculty have little experience handling language issues and
are very unhappy when students cannot read, write and converse at an
appropriate level of English. They end up feeling helpless. Students may pass
classes; however, I suspect that instructors do not want to deal with the
challenges and so turn a blind eye and let them through. Recently, there has
been a problem in the nursing department with non-native English speaking
students not passing board exams because they enter the college from other
programs and circumvent ESL with us. They have trouble reading and answering
questions on the exam. This is a significant problem because nursing programs
are judged in terms of the success of their students on these standardized
exams. <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'>I
think the measure of success should be based on a realistic assessment of
student goals combined with a real-life discussion of the possibilities and
limitations. Ideally, students would have incremental goals so that success
could build. If the goals for students with low literacy levels are not
carefully discussed and planned, then they will likely encounter more failure
than success because their expectaions will be unrealistic. The more we have
the opportunity to talk to students, the more likely it is that they can
develop short-term goals that are within their reach. Unfortunately, we have no
control over the myriad of complications that accrue in their every day lives. <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
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<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'>Apologies
for the length.<o:p></o:p></p>
</div>
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<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
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<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'>Kevin
Hinkle, Ph.D.<o:p></o:p></p>
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<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'>Assistant
Professor of ESL/Adjunct Coordinator<o:p></o:p></p>
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</div>
</div>
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<p class=MsoNormal>-------------------------------<o:p></o:p></p>
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<div>
<p class=MsoNormal>National Institute for Literacy<o:p></o:p></p>
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<div>
<p class=MsoNormal>Assessment mailing list<o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><a href="mailto:Assessment@nifl.gov">Assessment@nifl.gov</a><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal>To unsubscribe or change your subscription settings, please
go to <a href="http://www.nifl.gov/mailman/listinfo/assessment">http://www.nifl.gov/mailman/listinfo/assessment</a><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal>Email delivered to <a href="mailto:crandall@umbc.edu">crandall@umbc.edu</a><o:p></o:p></p>
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<p class=MsoNormal><o:p> </o:p></p>
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<p class=MsoNormal><span style='font-size:9.0pt;font-family:"Helvetica","sans-serif";
color:black'>JoAnn (Jodi) Crandall<o:p></o:p></span></p>
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<p class=MsoNormal><span style='font-size:9.0pt;font-family:"Helvetica","sans-serif";
color:black'>Professor and Director<o:p></o:p></span></p>
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<p class=MsoNormal><span style='font-size:9.0pt;font-family:"Helvetica","sans-serif";
color:black'>Language, Literacy and Culture Ph.D. Program<o:p></o:p></span></p>
</div>
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<p class=MsoNormal><span style='font-size:9.0pt;font-family:"Helvetica","sans-serif";
color:black'>Director, Peace Corps Master's Intl Program in ESOL/Bilingual
Education<o:p></o:p></span></p>
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<p class=MsoNormal><span style='font-size:9.0pt;font-family:"Helvetica","sans-serif";
color:black'>University of Maryland Baltimore County<o:p></o:p></span></p>
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<p class=MsoNormal><span style='font-size:9.0pt;font-family:"Helvetica","sans-serif";
color:black'>1000 Hilltop Circle<o:p></o:p></span></p>
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<p class=MsoNormal><span style='font-size:9.0pt;font-family:"Helvetica","sans-serif";
color:black'>Baltimore, MD 21250<o:p></o:p></span></p>
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<div>
<p class=MsoNormal><span style='font-size:9.0pt;font-family:"Helvetica","sans-serif";
color:black'>tel: 410-455-2313<o:p></o:p></span></p>
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<p class=MsoNormal><span style='font-size:9.0pt;font-family:"Helvetica","sans-serif";
color:black'>fax: 410-455-8947<o:p></o:p></span></p>
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<div>
<p class=MsoNormal><span style='font-size:9.0pt;font-family:"Helvetica","sans-serif";
color:black'>eml: <a href="mailto:crandall@umbc.edu">crandall@umbc.edu</a><o:p></o:p></span></p>
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<p class=MsoNormal><span style='font-size:9.0pt;font-family:"Helvetica","sans-serif";
color:black'><o:p> </o:p></span></p>
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<p class=MsoNormal><span style='font-size:9.0pt;font-family:"Helvetica","sans-serif";
color:black'><o:p> </o:p></span></p>
</div>
<p class=MsoNormal><span style='font-size:9.0pt;font-family:"Helvetica","sans-serif";
color:black'><br>
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</span><o:p></o:p></p>
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<p class=MsoNormal><o:p> </o:p></p>
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