While the benefits of managed enrollment for some students (and teachers)
seems clear and unarguable, I wonder about what is lost.  Students who have
trouble committing to a managed enrollment program may not be able to access
education at all, or if they do, they may enter what is perceived (or even
promoted) to be an inferior learning environment (oe/oe), or they may feel
discouraged or embarrassed if they attempt a managed enrollment class and
are subsequently dropped from a class because they cannot sustain attendance
requirements.   In oe/oe classes, there is a certain dynamism and freedom,
and the potential for daily renewal, which is rare in any type of
institution -- educational or otherwise. Moreover, we do not know what
students' stopping in may have meant to them.  We do have evidence, however,
that prior exposure to adult education is a factor in persistence (Comings,
Parrella, & Soricone).
 
Some additional food for thought . . .
 
In 2003, we conducted an informal case study of "high retention ESL
teachers," in our Continuing Education (oe/oe) program, which involved class
observations, instructor interviews, and student focus groups.  We
identified the following themes: structure, organization, community, and
expertise.  All of these classes demonstrated structure in the form of
schedules, calendars, weekly or daily routines, syllabi, agendas, and/or
classroom management through student teams.  In terms of organization,
students in these classes were busy during the entire class period and were
actively engaged in meaningful and relevant tasks.  Third, there was a sense
of community in these classrooms. Instructors knew all of their students'
names as well as details about their lives.  Students also knew and cared
about other students in their class.  Finally, the teachers were experts.
They knew their material well and could provide clear explanations and
examples.  Students in the higher-level classes especially appreciated this
skill. One comment we frequently heard from teachers was: "Students feel
they miss something if they don't come to class."  
 
I've appreciated the discussion.  Thanks to all.
 
Jan Jarrell
Professor of ESL
San Diego Continuing Education
4343 Ocean View Blvd.
San Diego, CA  92113
 
619-388-4847

  _____  

From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]
On Behalf Of Hugh D. Snow
Sent: Monday, July 17, 2006 6:02 PM
To: dwyoho at earthlink.net; specialtopics at nifl.gov
Subject: [SpecialTopics 145] Re: Managed enrollment



Debbie,

I agree with you. In fact I stated a few days ago,there needs to be a
different system of interviewing the potential students,so that we can bring
about a change in their lives and circumstances.

Today, rich and poor, literate and illiterate suffer from a poverty of
time.They (students) have many additional issues as well. We can do better.

Hugh`

 

 

----- Original Message -----

From: Debbie Yoho <dwyoho at earthlink.net> 

Date: Monday, July 17, 2006 2:48 pm 

Subject: [SpecialTopics 142] Re: Managed enrollment 


> I thought it interesting that one of the suggestions as a result 

> of the 

> persistence research is to find ways to accomodate the tendency of 

> adultlearners to "drop in and out". The idea of "managed 

> enrollment", where 

> programs end open enrollment and instead offer coursework in 8-12 week 

> packages, as been touted in our area as a panacea for this 

> problem. I'd 

> like to hear from programs that have tried "managed enrollment". 

> My own 

> problem is I can't figure out how to include one-on-one services 

> in a 

> "managed" context. 

> 

> My experience tells me, and the research seems to point to this 

> too, that 

> the problem with persistence may not be one of motivation, but of 

> jugglingthe many realities of adult life. Increasing the 

> intensity of programs may 

> work for some, but may also have the result of pushing out those 

> who just 

> can't commit to more than a few hours a week. 

> 

> "Turning Pages into Possibilities", Debbie 

> 

> Deborah W. Yoho 

> Executive Director, Greater Columbia Literacy Council 

> 2728 Devine Street, Columbia, SC 29205 

> 803-765-2555 Fax 803-799-8417 dwyoho at earthlink.net 

> 

> GCLC is a community service of Volunteers of America of the Carolinas. 

> 

> 

> ------------------------------- 

> National Institute for Literacy 

> Special Topics mailing list 

> SpecialTopics at nifl.gov 

> To unsubscribe or change your subscription settings, please go to 

> http://www.nifl.gov/mailman/listinfo/SpecialTopics 

-------------- next part --------------
An HTML attachment was scrubbed...
URL: http://www.nifl.gov/pipermail/specialtopics/attachments/20060718/b2027621/attachment.html