Division of -
Continuing Education

Annual Report

1979-80

LaGuardia Community College/CUNY
31-10 Thomson Avenue
Long Island City, Queens
212/626-5055


Fiorello H. LaGuardia Community College
The City University of New York

31-10 Thomson Avenue, Long Island City, N.Y., 11101
212-626-2700

Office of the President

This past year illuminated for LaGuardia the
fast pace and continuing diversity of educational
opportunity for students. This was especially evident |
in the Division of Continuing Education where over 7,000
students enrolled in a broad array of academic, skills
development, personal and career enrichment programs.

We were especially pleased with LaGuardia's
selection by the American Association of Community and
Junior Colleges as one of six national urban demonstration
sites to address the community college's role in community
education. In the first phase of this three year project,
the Division is developing a comprehensive community
profile of Western Queens and adjacent Brooklyn. Through
this effort, educational concerns from the perspective of
residents, employees, employers, organizations and insti-
tutions will be identified; with these same constituencies
then working with the college to develop specific stra-
tegies to address these needs.

This project exemplifies, as do several others, a
major aspect of LaGuardia's mission as an urban community
college. These efforts encompass stimulating community de-
velopment, increasing educational opportunity for adults in
our diverse communities and initiating programs and services
which strengthen adult skills in their roles as worker,
parent and community resident.

We share with you,in this report, some of our
activities to this end. Much of what we do would not be
possible without your interest and support.

Sincerely yours

Fiorello H. LaGuardia Community College of the City University of New York is administered by the Board of Higher Education under the Program of the State University of New York


DIVISION OF CONTINUING EDUCATION

ANNUAL REPORT 1979-80

CONTENTS

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III. Description of Programs
A. Continuing Programs
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4. Correctional Education Programs and Consortium.......... 10
5. Program for Deaf Adults and Physically Handicapped...... 11
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12. School Food Service Management Degree Program........... 20
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14. Videotape Program Production . Center...............6- sss 22

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B. Special Projects
1. Consumer Capacity Building for Hispanic New Yorkers..... 23
2. Family Day Care Training Project......cccccccccccccecsee 24
3. Multilingual Small Business Management Program.......... 26
4. Queens Needs Assessment........cscccccccvcsccsce aveensresecew: Se
5. Telecourse Program......... Silas odboeieie.e © aeons e308 bedeedees 28
6. Tutor Counseling Services............... oe Relais 6 Slave nivewe es 29
7. Programs for Visually Impaired Adults........ icere, Senemvesee of OO

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Introduction

Since the college's opening in 1971, the Division of
Continuing Education has embraced the concept of lifelong learning
in its broadest sense. As defined by Richard E. Peterson in Life
Long Learning in America (1979, p.5), “lifelong learning is a con-
ceptual framework for conceiving, planning, implementing and co-
ordinating activities designed to facilitate learning by all Americans
throughout all their lifetimes." For the Division, lifelong learning
has been not only a concept but an active orientation for all program
development efforts. To this end, the Division has undertaken the
development of full capability to provide an educational access
point for adults at every stage of development, with a myriad of
learning needs and at places convenient for that learning. Through
fee based, grant funded and community service programs on a credit
and non-credit basis, Continuing Education has provided lifelong
learning opportunities to mature women, working adults, the under-
employed and unemployed, the undereducated, the handicapped, the
adventurous, the newly immigrated and a variety of special adult
populations. ‘

As is increasingly evident in every urban area, the demo-
graphic profile of students who attend college is rapidly changing.
Due to a declining birth rate, an increased aging population, lower
enrollment on the elementary school level and other socio-economic
factors, the profiles of future LaGuardia degree students will be
similar to the profiles of those students currently enrolled in
Continuing Education programs. In light of this demographic shift
and because of expertise gained through working with these pop-
ulations, the Division will play a crucial role in LaGuardia's
ability to respond to the educational needs of a large segment of
the college's constituency.

Historically, Division priorities have been focused on the
provision of educational and community services to residents in
Queens, Northern Brooklyn and areas in the Metropolitan region
where specific populations have not been adequately serviced or
where the Division has unique delivery capabilities. In addition
to the utilization of on-campus resources, service to over 7500
students has been provided in a variety of settings. It is not
uncommon to see our teaching faculty, which is drawn from the
full and part-time faculty within the university, from professionals
in the field and practitioners from all walks of life, conducting
classes in correctional facilities, day care centers, senior centers,
parish halls, school buildings, factories, and community centers.


Constituency identification, and current program development
and evaluation are ongoing processes engaged in by Continuing
Education's administrative, instructional and support staff. The
Division's commitment to respond to newly identified educational
and community service needs while also maintaining academic
excellence in programs of major concern such as English as a Second
Language, Adult Basic Education, Programs for Deaf and Physically
Handicapped and High School Eguivalency, presents a constant
challenge. Two factors essential to the Division's continuing
stability, growth and integrity are the philosophic and financial
support provided by the college and the university and the dimensions
of quality and responsiveness expected of us by our students.

Inherent in the definition of lifelong learning for the
Division is the understanding that the "community", however defined,
must play an important role in the planning and conducting of
learning activities for its members. Through the Queens Assessment
Project (see p.27 ) coordinated by the Division on behalf of the
college, the Division has accepted the responsibility of seriously
acting in partnership with the "community". The long range goal
of this effort will be the fostering of the continual renewal of
all aspects of community life through the perpetual growth and
development of its residents as well as its social, cultural,
academic, business and service institutions.

Student Outcomes

It goes without saying that the key element in any Adult
Education Program, including ours at LaGuardia, is the student.
Our diverse student population represents a variety of ethnic
backgrounds, academic achievement levels and a broad range of
career and personal skills and interests. Perhaps the only
commonality shared by this growing population is the fact that
they are all adults with a learning need and a desire to actively
participate in changing their lives. How this learning need is
expressed varies from, Freddy Joza, an. Adult Basic Education
student, who says:

My blunder was in dropping out of school. I
thought I was never going to make it. My number
of credits was low. I was getting older and even
though I looked young, 1 felt uncomfortable. All
my friends graduated and I was supposed to be
graduating with them, but 1 didn't make it.
Another reason was that I needed money. My mother

couldn't give me any. There were two kids that
she had to support so I had to work to get money.
Going to school and to work was kind of hard for
me. I couldn't concentrate on both. I needed
less hours on my job, but I couldn't get it. My
boss didn't want to do it. I was forcing myself
a lot, and 1 dropped out. It was since I dropped
out that I began feeling very low. I kept saying
to myself that my life was wasted. The more days
that 1 was out of school, the worse I felt. When
I went back to school to sign a paper to drop out,
I saw one of my teachers, and he told me about
LaGuardia Community College. I went to register.
I was paying fifty-five dollars every term. I was
learning, but not enough. Then I found out about
the free A.B.E. program which changed that. It
was a big change. I improved a lot. I'm getting
smarter everyday. I'm happy, and I think that I
will make it to college.

To Joyce Collazo, a Deans List student, who on her initial
entry into the college stated:

At present I am employed at a pharmaceutical
advertising agency. I find the business to be
both interesting and challenging. But I want
to do more than secretarial work. I find that
one of the things that is holding me back is
not having a college degree. I don't have
enough time available with a busy and un-
predictable work schedule and a home with four
children to run, to primarily attend regularly
scheduled classes. It is my opinion that the
Alternative Degree Program would be ideal for me
in that I could gain academic credit for knowledge
gained through my life's experience plus earn more
credits by doing projects independently. I am an
intelligent, mature and capable individual. I can
accomplish any task assigned to me very successfully.
I have had many opportunities to prove this. I
want to learn more about business management and
finance. My primary interest is in the marketing
area because I believe I will be able to put that
knowledge to work for me in order to reach my
occupational goal.


As shown by these two examples, our students represent the entire
spectrum of educational achievement, from those who score in the
highest levels of academics to the undereducated, whose educational
accomplishments have been interrupted by personal factors or external
conditions.

Our programs attract minority students whose families have
lived in this country for many generations but have been kept out
of the mainstream for a variety of socio-economic reasons. One
example is James Anderson, who was a high school drop out and a
Vietnam Veteran before the age of 21. Mr. Anderson returned to
civilian life in New York City with no significant service
connected skills, an incomplete secondary education and no employment
to look forward to. Although not thoroughly convinced of the value
of an education, Mr. Anderson heard about LaGuardia's Veterans
Program and enrolled in the summer of 1974. By September 1975), he
had earned his high school equivalency diploma (GED). He then
became a student in the Human Services degree program at the college.
Mr. Anderson started working part-time for the Veterans Program in
the Fall of 1975 and continued his employment through his graduation
from the college in 1976 and his entrance into York College in 1977.
In 1979 Mr. Anderson was hired by LaGuardia's Veterans Program as
its Office Coordinator. He graduated from York College with a
B.A. degree in Social Work in 1980, is still employed full-time by
the Veterans Program and plans to pursue a Master's Degree in
Social Work. Because of Mr. Anderson's experience as a former GED
student, his understanding of the unique problems shared by Veterans
and the skills he has developed as a counselor, he has become a
valuable asset to the Veterans Program.

Through our English As A Second Language Programs, individuals,
newly immigrated to this country from places such as The Peoples
Republic of China, Korea, Latin America, the Caribbean and Europe,
grapple with mastery over the English Language while becoming
acclimated to a new and strange environment. Beatriz Eugenia Yusty
is just one of this growing number of foreign students who come to
LaGuardia's English Language Center to upgrade their language skills
and then apply for admission to a degree program. Beatriz is from
Cali, Columbia, and began her studies at the center in its intensive
program of English as a Second Language in September of 1979. She
made rapid progress and upon completion of the second program, she
took the Test of English as a Foreign Language and scored high enough
to be admitted to the City University of New York. LaGuardia was one
of her choices and she will begin studying in the area of Data
Processing in September of 1980. Beatriz is looking forward to
attending either Cueens College or Hunter College upon completion of
her studies at LaGuardia.

Hearing impaired and other Physically handicapped
have enriched the college throuch their phivici aaeiae oh oe oe rams
and college wide events. Several hearing impaired persons like
Dorothy Pakula, have either resumed their secondary education or
begun their ‘post secondary education in Continuing Education
Programs. Ms. Pakula entered the college through the Education
Associates Program in 1972 and graduated with an A.A. degree in
1976. Deaf from birth, Ms. Pakula has worked as a paraprofessional
at Public School 47, School for the Deaf, for the past seven years
She is totally immersed in and committed to the education of dow .
individuals at every age level. Since 1976, she has worked as a
tutor with adults in LaGuardia's Programs for Hearing Impaired
Adults. She is now the Coordinator of Tutorial Services for this
program and is responsible for the planning and supervision of
student programs and tutorial staff. She has attracted many heari
impaired individuals to the various programs at the Sci isda. ThEGOCE
her individual accomplishments, involvement in college and cit wiae
activities, Ms. Pakula continually educates our faculty, skudané bod
and the community at large regarding the capabilities, strengths a a
talents of the hearing impaired population. : ( r

These brief profiles are merel illustrati
upon the multitude of individual neh Romain Rakin coke a
directions gained through our programs. The remainder of this report
will describe different types of programs offered by the Divisi i £
Continuing Education to students such as those profiled above ae


Til.

Description of Programs

A. Continuing Programs

1. The Adult Learning Center

Programs in the Adult Learning Center focus primarily
on preparing individuals for the New York State High School
Equivalency (HSE) Examination and in assisting adults to im-
prove reading and computation skills - Adult Basic Education
(ABE). Courses offered through the center include: High Sieg
Equivalency Test Preparation in English and Spanish, Pre-High
School Equivalency classes, Adult Basic Reading, Guided inde-
pendent Study (providing small group instruction and individual
tutorials); Math Brush-Up and Study and Test Taking Skills.

Students in the Center's programs are made aware of
college admission requirements through group and individual
counseling. The center schedules instruction at times most
convenient for an adult working population with most classes
meeting in late afternoons, evenings and on Saturdays. The
Center is also open for tutoring and small group instruction
Monday through Thursday 9 a.m. - 9 p.m. and on Fridays 9 a.m. —-
2 p.m.

During the past year, instruction in HSE in Spanish ,
was sub-divided into two levels,--pre-HSE and HSE--thus meeting
a need which began to be evident late in 1979 when the New York
State Education Department instituted new High School Equivalency
tests in both Spanish and English. The implementation of two-guarter
Saturday HSE classes in Spanish has proven to be very successful;
students in those classes report that were it not for Saturday
classes they would not be able to attend.

Of the 227 students who entered HSE classes in English
in Summer 1979 through Winter 1980 quarters, 148 reported for
the NYS HSE Test and 94 passed. In the same three quarters,
218 students were enrolled in Spanish HSE classes; of these LZ2
reported for the Test and 84 passed. It is anticipated
that the final figures will increase somewhat when results are
received from a two-quarter Winter 1980 class which did not
report for the NYS HSE Test until early July. Of the 197 students
who entered pre-HSE classes in both English and Spanish during
the four quarters (Summer 1979 - Spring 1980) 116 students com-
pleted their course of study and most continued into a HSE course.

One hundred and twenty-one students who enrolled in both
Spanish and English HSE classes in Spring 1980 are awaiting test
results.

A major accomplishment for the Center in 1979-80 was the
receipt of an Adult Basic Education (ABE) grant award of $40,000
from the New York State Education Department (NYSED) under Title XI]II
of the Adult Education Act. This program served 116 individuals in
five tuition free classes, offered between October 1979 and June 1980,
and was taught by three part-time teachers and tutors and supervised
by a half-time academic coordinator. Grant monies also supplied the
students with books and other instructional supplies and materials.
The popularity of this program is attested to by the fact that a
number of students had to be placed on a waiting list because the
program was unable to serve all of them immediately.

Students entered the ABE program with reading grade equi-
valency ranging from approximately fourth to sixth grade levels. Of
the 89 students in the program, reading scores were increased an
average of 1.5 grade levels, math scores increased 1.5 and thirty-five
students have entered, or plan to enter, HSE classes within the next
two guarters. With the advent of NYSED support for the ABE program,
other new involvements in the community were initiated. St. Rita's
Roman Catholic Church in Long Island City was chosen as the site of
an off-campus ABE class, enabling us to serve a population which
could not easily travel to on-campus classes.

The Center became an integral mover and part of an informal
Queens Coalition of ABE Providers which included (in addition to
LaGuardia's Division of Continuing Education), the Armenian General
Benevolent Union, the Hellenic American Neighborhood Action Center,

York College and the NYC Board of Education ABE Programs located in
Queens.

Special Divisional support was given to five staff members
who provided initiative for organizing the first City-wide Conference
for ABE Teachers on March 29, 1980 at Fordham University. The highly
successful event was co-sponsored by LaGuardia Community College,
New York City Community College, Fordham University, the Basic Education
and Reading for Adults Interest Group of the International Reading
Association, and the New York State English To Speakers of Other
Languages and Bilingual Educators Association.


Approximately 300 ABE and ESL Teachers and Supervisors and
several visitors from the N.Y. State Education Department in
Albany attended the conference. Through attendance at addresses
made by leaders in the field and participation in over 30 work-
shops, participants were able to share their needs, philosophies
and thoughts on new directions in ABE and ESL. Examples of
workshops include New Approaches to Teaching Grammar, Reading
and Writing, Basic Legal Information and Consumer Education.

2. Alternative Degree Program (A.D.P.)

This program offers adults with high motivation and
good academic skills an opportunity to earn an Associate Degree
through a combination of independent/individualized study,
classroom based instruction and a variety of non-traditional
learning experiences. Students design individualized degree
plans with the aid of a faculty advisor (mentor) which reflects
prior college level experiential learning and future educational/
career goals. The credentialing process encompasses educational
background, documentation of prior learning and the completion
of individual degree plan requirements.

Attracted to the program because of extensive employment
and civic experience, 20 new students joined the first year's
group of students, during the Fall and Spring of 1979-80. The
majority of students requested credit for knowledge gained through
prior experience in the areas of Business Management/Administration,
Accounting, and Secretarial Science. Students generally combined
two to three classes with one independent/individualized study
contract per quarter. The major portion of independent/individualized
work was contracted in the areas of English and Business.

During the Spring quarter representatives from the National
Council for the Advancement of Experiential Learning (C.A.E.L.)
conducted a two day site visit and evaluation of the program.
Although the final evaluation is not ready, preliminary feedback
indicatesthat the program's strength lies in the caliber of
students attracted to and involved in the program. The evaluators
found that A.D.P. students were extremely supportive of the
program, the staff involved and the results of their studies.
Areas which need strengthening include the development of clear
program policies and clarification of the assessment process. It
was felt that written guidelines were needed to assist the students
in the portfolio process. Based on these preliminary findings staff

have arranged for consultants to conduct assessment workshops
for staff and faculty members involved in the program. When the
final evaluation is completed the staff will review findings in
order to improve the services provided to the A.D.P. student.

Four students who entered the program in 1978-79 graduated
during the Summer of 1980 with honors.

3. Programs for Business

In an effort to develop stronger ties to the industrial
community of Long Island City, the Division launched the Programs
for Business and Industry. The program is a logical outgrowth
of last year's outreach effort in which over 70 companies were
contacted to assess the educational needs of local employers/
employees and to acquaint them with Divisional programs and
capabilities. Through collaborative efforts, the program has
begun to provide educational and training services in several
local industries.

In its first full year of operation, the program conducted
two instructional projects. After careful assessment of the
academic skills and needs of interested employees, a Pre-High
School Equivalency course was designed for the employees through
the assistance of the Educational and Cultural fund of the
Electrical Industry and sponsored by Cerro Wire and Cable Company.
Similarly a Spanish course was developed for supervisors to enable
them to effectively communicate with Hispanic workers at Advanced
Graphic Services, a bindery in Long Island City.

Proposals for Employee Peer Tutor Training and for
Supervisory Skills Training for Local Small Industry have been
developed and submitted to federal and state funding agencies.
Members from local industry have participated in a workshop
meeting held at the College to identify the components most
needed in a supervisory skills training program for local businesses.
A slide show presentation to promote industrial relocation to and
expansion in Long Island City is being prepared by Community Board
#2, using LaGuardia student and staff photographers and coordinated
by the Programs for Business Office.

Additional plans for the future include continuing the
strengthening of liaisons with the Queens Chamber of Commerce and
local Community Planning Boards. The program will continue to
develop on-going relationships with businesses and develop courses
appropriate to their needs.


4. Correctional Education Programs

The educational programs provided by the Division at
the Queens House of Detention for Men and Rikers Island are
designed to help inmates improve their reading, math, and
language skills, provide an opportunity to obtain a High School
Equivalency diploma, enroll in college credit courses, find
vocational direction and learn life coping skills to help in
problems related to themselves, their families, their community
and work. During the 1979-80 school year, 353 men signed up
for courses at Queens House and 390 enrolled at the Rikers Island
C76 facility. In addition, 140 men registered for the High School
Equivalency preparation classes in English and Spanish and 81 men
passed the test and received GED diplomas.

Changes during the past year include expanding basic
literacy classes at Rikers Island to extend into the evening
hours four days a week. The students in these classes have reading
and math skills below fifth grade level. The objective is to help
the inmates who participate. in the program increase their reading,
math, and language skills to a level high enough to enter high
school equivalency classes.

Additional funding from the Department of Correction and
the Correction Education consortium (described below) enabled
the college to purchase video-tape equipment to add another
dimension to our educational program. It also allowed us to hire
a specialist in audio-visual media who teaches a class in broadcast
journalism at the Queens House. In addition to on-going classroom
use, the videotape equipment is being used to develop tutor training
modules in several subject areas. These tapes and accompanying
manuals will be used to train tutors for programs in correctional
facilities as well as on-campus.

Another new project has been developed, at the request of
the New York City Department of Correction, to provide tape re-
corders, audio cassettes and polaroid cameras so that sentenced
inmates at C-76 may send taped messages and pictures to their
families. If this project is successful, it will be expanded to
include other institutions in the city that house sentenced men.

At Queens House a contact was established with C.W. Post
College to provide the institution with volunteer graduate student
interns who will teach college preparatory classes in psychology
and social science.

10

Correction Education Consortium

The Consortium was formed in October, 1978 as a private,
non-profit corporation by representatives of LaGuardia Community
College, New York City Community College, The Higher Education
Development Fund and the New York City Department of Correction.
Established primarily to coordinate the delivery of educational
programs and aftercare services available to incarcerated and ex-
offender populations in the greater New York area, the Consortium
is a pilot project exploring the viability of resource sharing
among various higher education institutions.

Throughout eight institutions run by the New York City
Department of Correction, the Consortium is offering courses
ranging from adult basic education through college courses for
credit. In addition to the educational focus, a counseling component
involves in-house counseling services provided to the incarcerated
population as well as aftercare services provided in the Community
colleges. The Consortium recently received additional funding
to implement a program of fine arts instruction, "Facing Time".

The artists and student interns involved in this program will
provide instruction in drawing, painting, ceramics, and video
drama. The Consortium has an enrollment of more than 1500 students
each quarter and an annual enrollment rate of 6,000. Roughly 37%
of the students are in basic education units, 25% in high school
equivalency/English units, and 15% in Spanish GED classes. Another
6% are enrolled in ESL units while 7% participate in various
classes such as vocational training, life coping skills and ex-
pressive writing. Approximately 15% of the total are involved in
college classes for credit.

In addition to developing ways in which the community
colleges can become even more actively involved in providing educa-
tional and counseling services throughout City and State institutions,
the Consortium is exploring programs in skills training areas and
job development/placement.

5. Programs for Deaf Adults and Physically Handicapped

The basic goal of the program is to make a broad range
of educational services accessible to adults with physical dis-
abilities. Deaf individuals enroll in both general Continuing
Education courses and those designed to provide ancillary support
services (e.g., tutors, interpreters, readers, counselors).

Specialized courses such as Guided Independent Study Program for

Deaf Adults and Driver Education have also been developed.

un}


Within the American Sign Language (ASL) and Sign
Language Interpreting Program (SLI), the goals are to develop
and refine curricula, train a cadre of ASL - SLI instructors,
and offer quality programs to adults wishing to acquire
fluency in ASL and/or upgrade SLI skills.

During the 1979-80 academic year, the Continuing
Education Programs for Deaf Adults was able to expand its scope
of services, both on and off-campus, through receipt of grant
funding through Title I and Vocational Education Act (VEA) from
the N.Y. State Education Department. The grants enabled the
program to hire an ASL - SLI coordinator and a coordinator
of Interpreting Services as full-time professional staff.

Through the VEA grant, the ASL - SLI programs offered
workshops and classes to an impressive variety of professionals
and paraprofessionals (e.g., librarians, teaching assistants,
corrections officers) working with multiply handicapped populations.
The ASL - SLI programs have also recruited and trained a number
of highly skilled adjunct instructors with new instructional curricula
and materials supplemented with access to audio-visual equipment.
Instructional programs were provided to 622 students both on and
off-campus during the 1979-80 academic year.

Funds from the Title I grant enabled the program to hire
several part-time tutors each quarter to work with students in
the Guided Independent Study Program for Deaf Adults. The addition
of a team of tutors has made it possible to meet a diversity of
student needs both on an individual and small group basis. One
hundred and six deaf students were served in the program during
the 1979-80 academic year.

At present, LaGuardia is the only CUNY unit with a full-
time interpreter on staff. Students enrolled in both degree
and non-credit programs have thus been able to more effectively
participate in college-wide activities. In addition, the delivery
of interpreting services to deaf students has been improved
through outreach and peer evaluations on-site. The program was
able to recruit more certified interpreters in 1979-80 than
during the 1978-79 academic year. On Saturdays throughout the
year, the Division, in cooperation with the N.Y.C. Board of
Education, offers an intensive typing program for multiply handi-
capped adults.

om

6. Education Associates

This program enables paraprofessionals employed in the
classroom by the Board of Education to secure a college education
leading to career advancement in the city school system. Para-
professionals are encouraged to pursue a Liberal Arts education
at the two year college level which is transferable to senior
colleges. Curriculum focus includes courses in Sociology,
Psychology, and Early Childhood Development. Paraprofessionals
receive a stipend from the Board of Education to defray educational
costs. Over the past year between 40 — 50 paraprofessionals en-
rolled in courses each quarter. During the Summer quarter over 20
paraprofessionals completed an American Sign Language course,
Learhing a new skill to work with deaf students will’ expand the
career options open to them. t ;

The Union has mandated that all paraprofessionals complete
a minimum of six credits within a two year period in order to
continue their employment with the Board of Education. This ruling
may generate renewed interest in a program whose enrollment has
gradually declined over the past five years.

7. The English Language Center
Credit Programs

The Center offers both credit and non-credit courses in
English as a Second Language to over 6,000 students each year.
The purpose of the credit program is to provide the language
instruction necessary to help matriculated students achieve a
level of proficiency in English sufficient to meet the academic
demands of their major fields of study. The program is broken
down into four levels of sequential instruction. Over fifty courses
were offered during the year, taught by five full-time faculty
members and over thirty adjunct faculty.

Special emphasis during the year focused on orientation of
new faculty, standardization of course passing criteria, and professional
development. Orientation included the establishment of a "buddy"
system whereby each full-time faculty member assumed responsibility
for assisting a number of adjuncts. Fact sheets for students were
also developed which provided information about instructional/
performance objectives, grading standards, homework assignments,
absences, and faculty office hours. ‘Two professional development
workshops were held, one focusing on X-wWord Grammar as a teaching
tool and the other to develop a videotape which will be used to
train ESL tutors and teachers.

13


Plans for the coming year include the development of
a new faculty manual, offering a new workshop on English
Pronunciation, and gathering more extensive data about student
performance once they finish their ESL sequence and move into
their major fields of study. ;

Non-credit Programs

In the non-credit area, the Center offers both intensive
(18-20 hours per week) and non-intensive (four to five hours
per week) programs. During the past year 331 students completed
the day intensive program with instruction for lower level
students focusing on listening and speaking and on reading and
writing for higher level students. The majority of students
in this program are from various countries abroad, including in-
creasing numbers from the People's Republic of China, who plan
to continue their studies at colleges and universities throughout
the United States.

Program accomplishments over the year include the development
of detailed syllabi for the top levels of instruction, institution
of on-going lunch meetings with faculty to discuss pedagogic issues,
professional development, teaching successes and failures and
new developments in ESL, and publication of a new information brochure
in English and Spanish, with plans for translation into Italian,
Greek and Chinese. Increasing efforts are also focusing on using
the city's vast cultural resources as an instructional tool. As
an example, students, while exploring a particular cultural medium
are given specific linguistic tasks to perform which are then
critiqued by the instructors.

Non-intensive classes (40 hours of instruction per quarter)
are offered late afternoons, evenings and on Saturdays. Nearly
3,000 students enrolled in these classes to improve speaking,
listening, reading and writing skills. Particular emphasis again
depends upon student need and level. Housewives, and factory and
office workers comprise the bulk of students with many moving
into high school equivalency or college degree programs after one
or two quarters of ESL study. Almost half the students enroll in
more than one quarter of non-intensive instruction.

New developments in the past year include streamlining
testing and placement, including using a shorter test version, and
providing ongoing faculty meetings with specific focus on lessons,
teaching techniques and materials. Plans for the coming year include

1

offering new non-credit courses in advanced writing, English
pronunciation and typing with ESL instruction and conducting
workshops for students interested in high school equivalency
programs or college admission.

In all areas of ESL instruction, enrollment continues
to grow with student diversity also increasing. Faculty and
staff have kept pace remarkably with these changes and have
continued to improve systems, further develop curricula and
enhance support services to students. Such efforts have been
instrumental in increasing the positive recognition given to
the Center throughout the City.

8. The Extended Day Session

The Extended Day Session provides weekday evening
(5:20 - 10:30 p.m.) and Saturday morning (8:00 a.m. - 1:30 p.m.)
classes for adult students. This scheduling pattern offers
working adults access to classes in Business Administration,
Management and Accounting, Data Processing, Secretarial Science,
Human Services, Occupational Therapy and Liberal Arts.

During the 1979-80 academic year student enrollment in
the Extended Day Session remained at an annual average of 1600.
There was a substantial increase in the number of adults enrolled
in the Programming option of Data Processing and the Executive
option of Secretarial Science.

New course offerings in the Liberal Arts program which
generated an enthusiastic response from adult students include

World Geography, Choir, Cultural Anthropology, Literature of
the Adolescent and Afro-American History.

At the end of the Spring term a student questionnaire was
distributed to over 400 students to assess the enrollment patterns
and the academic support needs of the Extended Day population.
Highlights of the survey are as follows:

1. 84% of the students enrolled in classes after 5:00 p.m.
enroll exclusively in evening classes.

2. Students take, on an average, three courses per quarter.

3. 60% of the students do not want to attend classes during
the Summer quarter.

4. 78% of the students feel that the 5:20 p.m. starting
time for classes is convenient.

ES


5. 90% of the students expressed a need for additional
academic lab support and improved administrative
services (e.g., cafeteria, parking and student
activities).

The Cooperative Education Program for adults, which
enables employed and unemployed adults to investigate and ex-
plore the world of work, expanded its work-related curriculum
during the past year. The program continued to assist the un-
employed adult population in the development of skills related
to job search, interview techniques, resume writing and career
exploration.

Extended Day students took part in a variety of special
programs and events. The Department of Social Science sponsored
two well attended Teach-In's on Iran and the Draft. The President
and the Deans of the College held an Open House which was attended
by hundreds of Extended Day students. Student feedback indicates
that they were extremely gratified to be able to voice their
special concerns and views to policy makers at LaGuardia.

Finally, the Humanities Department presented a choir concert

which was well received by Extended Day students. Attendance
at these events shows the strong interest and involvement of
the Extended Day population in College activities.

9. Extension Programs

The Division continued to provide a range of educational
services to community groups in Brooklyn and Lower Manhattan.
Adults with varying academic skill levels, diverse educational
interests and needs, and a wide range of family, work and civic
responsibilities, were able to take credit bearing courses in
their respective communities. After consultation with academic
chairpersons courses were selected and offered in the supportive
environments of three National Congress of Neighborhood Women
(NCNW) Centers in Ridgewood/Bushwick, Carroll Gardens, Williamsburg
and at the primarily Hispanic community organization, Solidaridad
Humana, based in Manhattan's Lower East Side.

Building upon the existing peer group network, the
Division coordinated an effort to increase the delivery of college
support services at the extension sites. Counselors and staff from Student
Services, the Registrar's Office and the Division of Cooperative
Education provided services at the four sites throughout the year.
Students were encouraged to utilize on-campus tutorial and library
facilities.

16

As the year progressed the Division and community
leaders at N.C.N.W. sites began to explore the possibility of
working out similar educational arrangements with several four
year institutions. The Division is encouraging this exploration
while re-affirming its commitment to provide basic skills and
introductory Liberal Arts credit bearing courses in these and
other communities.

N.C.N.W. - Ridgewood/Bushwick, Carroll Gardens and Williamsburg

During the 1979 - 80 year, 250 students at the three sites,
took courses offered by seven of the ten academic departments of
the college. In keeping with N.C.N.W.'s desire to offer courses
which prepare students to work toward the stabilization and re-
vitalization of their communities, the majority of courses were
offered by the Department of Social Science. Faculty from the
Division of Cooperative Education, the Department of Social Science
and educational coordinators from two sites, collaborated in the
design of a six credit Leadership curriculum. The curriculum
paired Community Control with a specially developed Cooperative
Education Seminar. Community Control analyzes the major institutions
in the United States and especially in New York City from the per-
spective of decision making and power. The development, goals, and
strategies of community organizations are examined in the area of
education, health care, government, housing and work. The
Cooperative Education Seminar along with concurrent field placement,
focused on the critical examination of leadership strategies for
neighborhood improvement. The development of this curriculum ex-
emplifies the attempts made to relate academic work to students'
community interest and involvement, in addition to equipping them
with a theoretical framework to act as agents of social change in
their neighborhoods. The process of course selection was refined
by the development of an annual projection of courses for each
site for the 1980-81 year.

One of the biggest challenges to be faced by the off-campus
programs during the coming year, will be developing ways to provide
tutorial assistance for students with Basic Skills needs. Since
students do not have ready access to Labs on campus, new approaches
must be developed to supplement classroom instruction. Off-campus
staff have met with administrators and tutors in the Adult Learning
Center to review materials and methods which may be adapted to
meet the Basic Skills needs of off-campus students.

a7


Solidaridad Humana

This bilingual outreach program offers a three quarter
sequence of credit courses, including sections of English as a
Second Language and content courses taught bilingually to Hispanic
students on the Lower East Side.

Of the forty students who entered during the 1979-80
academic year approximately seven transferred on-campus for the
Spring Quarter and seven registered in the Summer: for’ Liberal Arts
courses on-campus. Students received an average of twelve credits
for the three quarters. It is anticipated that ten to fifteen
additional students will register for courses on-campus in the
Fall of 1980, while 30 new students will begin their studies at
the off-campus site.

Discussion among college and outreach administrators has
led to new directions for the program including expanding ESL
lab facilities at Solidaridad Humana. Advanced ESL students
will be brought on-campus for labs one night a week so students
will begin to utilize campus facilities.

10. Non-credit Courses

Community residents continued to take advantage of the
non-credit professional development and personal enrichment
courses offered by the Division. Individuals interested in
developing or improving vocational skills enrolled in typing,
stenography and bookkeeping courses. In the general business
area popular courses continued to include exporting and license
preparation for real estate salespersons and brokers. A total
of 350 students enrolled in vocational skills development courses
during 1979-80. Personal enrichment courses which generated an
enthusiastic response from 175 students include calligraphy,
photography, auto repair, dance, piano and psychic phenomena.

In response to students' requests, two art courses, Art for Parents
and How to Enjoy Art, were designed and offered. In keeping wi
the Division's commitment to the development of Community Service
courses, Law for Everyone, How to Make Government Work for You

and the Juvenile Justice System will be offered during the 1980-81
academic year.

In the Spring and Summer quarters, the Division offered a series
of free career development workshops to interested students and
community residents. The workshops, covering such topics as Resume
Writing, How to Interview for a Job, Conducting Your Job Campaign,
and Assertiveness Training were very well attended and well-received.

18

Part of the reason for offering the workshops was to find out
more about the career needs of persons in each community and to
develop more extensive courses to be offered in the Fall of 1980.

As a result of the free workshops, the Division will be
offering a more extensive career development program for adults
in the fall on a free basis. The purpose of the courses and
programs offered will be to help adults develop the skills and
knowledge needed to choose, find and advance in a satisfying
career. As part of our Adult Career Counseling service, interested
students will be offered free group orientation sessions or
individual counseling sessions to help them decide whether or not
to register for a career development course. Courses to be offered
in the fall are Intensive Career Planning, a series of workshops
to help adults define their career related skills and interests
and to use these as the basis of an effective job search; College
Exploration, a series of workshops to help adults decide whether
or not attending college is a realistic and desirable way to
achieve their career goals, and Assertiveness Training, a course
to help adults learn responsible, assertive behavior in relationships
with fellow workers, supervisors, and supervisees.

During 1980-81, based on results from the Queens Needs
Assessment project (see p.27), the Division will begin to explore
the development of non-credit courses which respond to the identi-
fied vocational training needs and personal interests of
community residents.

ll. Older Adults Program

This program is designed to provide non-credit courses
to members of senior centers and organizations in Queens. Specific
course selection and focus is determined by seniors at more than
nineteen centers with whom the college maintains ongoing contact.
Most of the course offerings are made possible through the Institute
of Study for Older Adults, administered by New York City Technical
College through federal funding from the New York City Department
for the Aging. Legislation for the funding is under the Older
Americans Act.

During the past year, over 540 seniors received certificates
for having successfully completed more than 20 courses developed
to be of particular interest to senior adults and offered at
member centers, The newest course developed this year was Italian

Perspectives in the United States. Other diverse courses offered

19


this year include: French, Psychology in Every Day Living, The
Law_and The Senior Citizen, Comparative History, English as A
Second Language, Community Politics, Great Lives, Hispanic
Culture, Health Needs of The Older Adult, Principles of Human
Relations, Ethnic Studies, Yoga, Introduction to Drama and

Current Events. In addition to course offerings on—going meetings
with center directors and staff were held to discuss the edu-
cational concerns of adults over 60.

Through their involvement in Continuing Education programs,
the senior adults have done much to help the college community
know and understand the concerns, strengths, fears and expectations
of older citizens.

12. School Food Service Management Degree Program

Since 1975 LaGuardia Community College and District Council
37 have collaborated to offer educational programs to union
members. This year the Board of Education joined the College and
Dc 37, Local 372 - School Lunch Workers Union to develop a School
Food Services Management Degree Program. The program began on a
preliminary basis in March 1980 with 32 students. Through full-
time evening study, school lunch workers will be able to obtain
an A.S. degree in two and one-half years, majoring in a modified
curriculum under the college's existing Dietary Technician Program.

Program components include nutrition and food preparation
courses offered by the Department of Natural & Applied Science,
management courses offered by the Accounting/Managerial Studies
Department and a special career development component developed
by the Division of Cooperative Education. The career development
component attempts to link students' current job experiences with
future employment possibilities in the food service field.

Successful graduates of the program will be qualified for
managerial positions in the City of New York's School Lunch Programs.
The DC 37's Local 372, has recruited over 150 students from its
membership who presently work as School Food Service Workers for
the Board of Education. The Union will provide basic skills
training and counseling to these potential students in preparation
for college entry. Upon completion of Basic Skills requirements,
either at union headquarters or the college, these students will
move into the full sequence of food service and management courses.

20

13. Veterans Education Center

Since 1972 the Veterans Education Center has worked with
over 1,812 veterans by providing academic preparation in High
School Equivalency, career counseling, personal counseling and
other support services. The Center's staff is comprised of
administrators, instructors, tutors and counselors who are sen-
sitive to the unique academic and counseling needs of Veterans.
Many former students are employed by the Center in a variety of
supportive roles. Of the 1,812 men and women who have participated
in the program during the last eight years, 74% have completed the
ten to sixteen week program and 57% have enrolled in degree programs
at the college.

This year the program, partially financed by federal funds
from HEW, met the diverse needs of 154 veterans through a variety
of courses and services. Program participants attended workshops,
classes, tutorial labs and individual and small group counseling
sessions. Recreational and cultural activities enriched the
program's focus in Mathematics, Language Arts, Study Skills and
Career Development. Field trips were incorporated into the program
to motivate students while supplementing concepts introduced
through classroom readings, discussions and assignments. Of the
154 students who participated in the program during three cycles,
95 took the High School Equivalency Test and 51% received their
High School Equivalency Diplomas.

Major changes this year include extension of the program
cycle from fourteen to sixteen weeks, and the introduction of
Oral Communications into the curriculum.

Financial problems continue to plague Veterans, thus
affecting their ability to concentrate on academic pursuits.
Program staff attempted to alleviate some of the financial
pressures felt by Veterans by instituting an early interview,
testing and VA certification schedule. By the beginning of
classes, Veterans were able to receive advance checks needed
to supplement family income, buy books and provide carfare and
lunch money.

In addition, counselors began to increase and update referral
resources in order to help participants gain financial aid and
family support - both necessary for regular student attendance
and, therefore, effective development of academic skills. To assist
the program in improving services, the college and the community
will be joining with the program staff to form an ongoing advisory
committee.

21


14. Videotape Program Production Center

The Videotape Program Production Center was developed
to produce videotapes which would be used to supplement
educational materials in Continuing Education Programs. These
audio-visual aids have been utilized by instructors, tutors,
and students in the Prison Programs, the Tutor Counseling Service,
in Programs for Business and in the Consumer Education Program.

Six tutor training videotape modules have been produced
to provide low cost training of non-specialist tutors. Themes
in this series include: an introduction to the characteristics
of adult learners, identification of problem areas in the lower
levels of reading, math and grammar, and effective methods of
assisting adult students in a tutorial setting.

A promotional tape was designed to assist in acquainting
the local business community with the special programs LaGuardia
offers to meet the educational needs of both employers and
employees. In an effort to assist non-native students understand
the basics of consumerism, fourteen videotapes were designed for
use in ESL classes. The tapes contain actual situations and were
filmed on location throughout New York City.

During the coming year the Center will produce additional
training modules and videotapes for use by the Correctional
Education Programs, the Adult Learning Center and the English
Language Center.

15. Women's Program

Mature women, actively involved in the work force or
engaged in homemaking and civic activities are provided the
opportunity to resume formal education through the Women's Program.
The Program is designed to assist women to overcome obstacles
of school re-entry by providing credit bearing courses which focus
on Women's issues, a peer counseling support system and exposure to
information on realistic career options.

Approximately 100 women enrolled in the program to work
toward an Associate degree during the past year. In addition to
fulfilling college basic skills requirements, students took re-
designed courses offered by the English Department, the Social
Science Department and the Business Department. A successful
first time pairing of Introduction to Philosophy and Writing thru
Literature was offered to Women's Program students.

22

Special workshops were provided to explore issues related to

time management, role conflicts, overload, and sexism in the

work force. Credit bearing career exploration seminars provided
by the Division of Cooperative Education included Women in the
Workforce and Women in Business. This year the program graduated
twelve women who serve as role models for current students while
embarkiny on new careers or continuing their education at four
year institutions, The graduates also volunteered to speak at
Women's Program workshops and seminars on topics related to
career exploration and vocational opportunities for women in the
workforce. An advisory network has been formed by the graduates
which is an important component of the program. Women's Program
students have continued to be among the college's highest achievers,
averaging a grade point index of over 3.0.

This coming year there will be an increased number of
workshops developed in response to needs and interests expressed
by program participants. Forthcoming workshops include How to

Improve Your Study Skills, Strategies For Coping with Sexism on the
Job and a series of Assertiveness Training Workshops.

B, Special Projects

Each year the Division of Continuing Education conducts
several short term projects. These projects range from specialized
workshops to large scale funded programs and may be generated by
staff within the Division or developed in response to initiation
by outside agencies and organizations who approach the college with
a particular program need, problem or idea. In most instances, the
projects are supported by public and private monies and contract
arrangements. The section which follows describes the Division's
major special projects of the past year.

1. Consumer Capacity Building for Hispanic New Yorkers

This project was funded by the former DHEW, Office of
Consumer Education. The primary focus of the program is to develop
a comprehensive curriculum designed to teach consumer skills and
the concomitant English as a Second Language (ESL) skills to
Hispanic New Yorkers.

Consumer education materials developed by the project
have been successfully piloted in four ESL classes, two at
LaGuardia and two at Solidaridad Humana, an Hispanic Community
Organization located on the Lower East Side of Manhattan. The
materials were extremely well received by the students and the

23


classes were well attended. A total of 80 students were served
by on and off-campus classes.

Written modules and videotapes were developed and used
to disseminate consumer education information within the classroom.
Fifteen written modules have been completed. Each module consists
of a cover page listing the performance objectives in terms of
consumer education aims, linguistic aims, and communication aims.
The cover page also suggests classroom aids that the lesson may
require. Following the cover page is a detailed lesson plan
incorporating parallel teacher/student activities. The lesson
plans provide the instructor with detailed consumer information
and supplementary exercises for the students.

Examples of topics covered in the modules include:
Obtaining Life Insurance and Writing Wills, Planning a Household
Budget, Finding an Apartment, Credit Rights and Responsibilities,
Utilization of Consumer Protection Agencies, Using the Yellow
Pages, Obtaining Medical Services, Finding a Lawyer and Legal
Services, and Guarantees and Warranties.

In addition to the written modules, the production of
corresponding videotapes is in progress. The projected titles
of the tapes include: Getting the Most Out of Your Food Dollars,
Where to Go for Help, Protect Yourself Before You Buy and Day to
Day Banking. Finalized versions of both the written modules and
the videotapes are available to interested organizations.

2. Family Day Care Training Project

This program provides comprehensive day care training for
parents licensed by the City of New York to care for children in
their homes. The project works closely with the Agency for Child
Development (ACD) and local Family Day Care Programs to meet the
varied training needs of many of the 2,100 family day care providers
affiliated with the Family Day Care programs in the five boroughs
of New York City.

Operating under a Title xXx formula grant contract with the
New York State Department of Social Services, the program offers
four components taking place in a variety of settings, LaGuardia
Community College, the Red Hook Centers and individual Family Day
Care Agencies and homes throughout the city. Program components
are divided into the following major areas Basic Training of Newly
Licensed Providers, the expanded Home As a Learning Environment
(H.A.L.E.) curriculum, college level credit courses and Adult Education.

Field based workshops are the vehicle through which newly licensed
providers and ACD staff receive intensive basic training in areas of
safety, health, nutrition and Family Day Care guidelines. These
workshops are offered in more than 35 day care centers in Queens,
Manhattan, Brooklyn and the Bronx. Each of the 35 centers has ap-
proximately fifteen licensed homes geographically clustered around
it. Approximately 145 providers and staff received basic training
this year.

Home as a Learning Environment (H.A.L.E.), the newest
component is a result of the compilation of curriculum developed
over many years. H.A.L.E. proved to be an extremely effective
mechanism in the training of 336 providers to implement develop-
mentally sound activities with school age, pre-school and infant
children in care.

Family Day Care Providers who wish to take credit courses
and who score sufficiently high on the CUNY Freshmen Skills
Assessment Test are enrolled in college credit courses in Child
Development and Human Services. During the year 37 providers
took one or more credit courses in the Human Services curriculun. —
Providers who are either not proficient in the English language
or have completed only a minimal amount of formal education enroll
in workshops in English Specific to Family Day Care Providers (ESP)
on site or at the College. The ESP classes utilize relevant topics
for Family Day Care Providers including such areas as nutrition,
child development, communication, handling of emergencies and using
appropriate learning materials and activities. Providers who wish
to work toward their High School Equivalency diploma attend classes
in the Adult Learning Center at LaGuardia. One hundred and seventy-
nine providers were serviced by the ESP and GED programs this year.
Evaluation of the 104 students enrolled in ESP courses by comparing
pre and post test scores on a standardized English proficiency examina-
tion showed an average increase in total score from 10 to 15.9
representing a 50% increase in skills measured by that test. Seventy-five
providers enrolled in the High School Equivalency course and are
awaiting results of the examination taken in the Summer of 1980.

In addition to direct services to family day care providers,
the project held a series of professional development days or
mini-conferences for the staff of the 60 Family Day Care Provider
Programs throughout New York City in Jamaryand April 1980. The
Department of Health Education and Welfare conducted an on site
monitoring visit in September of 1979. The report of the monitoring
team was extremely supportive of the various project activities
especially the approach to curriculum development, the utilization
of staff skills and the creative way in which the project solves
the many logistical problems in Family Day Care Training.

25


3 Multilingual Small Business Management Program
« Multitingual smait business Management Frogram

This project is designed to train 120 persons of A cal
English speaking ability (LESA) in Small cise vite wee i” i
i junctio
t courses, are offered in conj : 4
poss amipnecamninien eases which are specifically geared for the Sma
ec.

Business Management profession.

Initially funded by the Eh conileten! ctw beat ee
11 Business Program for Greek residents, t is p : ieee
oh 2 expanded to include current and potential Small Bus
no a of Hispanic and Armenian descent.

The students were selected for the program Sen pe eraaee

employed and underemployed Greek, Hispanic and Armeni a ee

“sites in the vicinity of the college. Courses in Sma es
paneled were taught in each group's native Hite ie sem
was taught by instructors Serica Rolsde" G8 teh Chore: ee te

ili i ve la

ee onan pgs pes rive hours of Small Business
foi (including record-keeping, advertising and general
administration) per week for twenty weeks.

From the original cycle a comprehensive ea tae
ials, in Greek, was produc
lans and student materials, ;
plkicdaact as the basis for similar materials gpk pes sci
cosntat and Armenian. Staff worked diligently to ges
oe instruction paralleled the vocabulary and content focus
introduced in the Business courses.

This past year the program was further expanded to include
an Italian component. Whilé Greek and Hispanic gg eae
i les of the program, e
d during both 20 week cyc f
i toni ceawes were offered during alternate a ores cee
inpenioa class was offered during the first cycle and e

class during the second.

By the completion of the 1979-80 program year pid cic
100 eaikeniea successfully completed the ESL oy tea eee eens
i diversity o es
- The ethnic and cultural lis
ee nea and challenging learning environment. grees: eye:
and co-curricular activities were organized to ire a ye
ri and resource sharing among the different student g

26

A small business association was formed to include all
of, the graduates of the program. The purpose of the association
is to deal with problems which confront small businesses. Members
of this association exchange and disseminate vital information
concerning current developments in the small business market. In
addition, the Division has arranged seminars with the Small Business
Administration and community based placement offices,

4. Queens Needs Assessment

community college involvement in the urban community. LaGuardia's
Participation in the project is being coordinated by the Division
of Continuing Education. The project, sponsored by the Center for

conducted in three phases, These phases include, community needs
assessment, program development in collaboration with representatives
from the community and dissemination of findings on a National level.

AS a participant in the project LaGuardia has committed
itself to increasing it's Capacity to assist in the development
of strong communities by Providing leadership and assistance in

The initial phase of LaGuardia's involvement in the project
has been a community needs assessment. After identifying the
"Community" as those populations most Closely associated with the
college either geographically and/or through Participation in
college programs, 840 residents from Western Queens and selected |
neighborhoods in Brooklyn were interviewed by phone, Kane, Parsons
and Associates, a research firm, assisted the Division in this
phase of the project. The extensive telephone survey was conducted
to ascertain from residents their previous involvement in
continuing education, in addition to determining their individual
educational needs and interests. District Managers of seven
targeted community districts have been visited. Approximately 40
community organizations and agencies have been contacted by letter
or in person to determine their perspective on community needs.


Several local factory managers have been contacted re: employee
participation in a written questionnaire to determine vocational
skills training and educational needs of both employers and

employees.

Following compilation and initial analysis of data
gathered from phone surveys, site visits and questionnaires the k
project will focus on program development through the establishmen
of an Advisory Committee representative of the targeted communities.

In 1982, the third and final year of the project, LaGuardia
will serve as one of six case studies for other community colleges
concerned about urban community education. This dissemination
phase will most likely take the form of a national conference at
each of the colleges involved in the project.

5. Telecourse Program

The Telecourse Program is an experimental approach to ;
instruction for adults who cannot attend classes at LaGuardia in
the time frames required by conventional courses. Telecourses
are commercially produced courses which systematically integrate
instruction through video programs, textbooks, and study guides in
such a way that required class attendance can be reduced from 45 re
hours per three-credit course to from hine to twenty hours, Scie iaias
on course content and format. The video programs may be broadcas
over public television so that students can view them in their
homes or they may be placed in libraries or institutional settings
so that students are not bound by broadcast schedules and are free
to take the course in an independent study mode.

During the past year two academic departments of the college

Te i telecourses to meet the
have modified commercially produced
instructional objectives of LaGuardia courses and have offered courses
in conjunction with broadcasts over Channel 13/WNET. The Business
Department has modified It's Everybody's Business, a telecourse

i District to meet the
ed by Dallas County Community College t sai
oy aie Res objectives of Introduction to Business, and the Social

Science department has modified Family Portrait, a telecourse
produced by Coastline Community College District to meet the in-

structional objectives of Sociology of the Family. Both these tele-
courses were offered in the spring quarter of 1980 by these
Continuing Education undertook a recruitment effort

departments. a

which included newspaper advertisements, radio announcements,
distribution of flyers through local trade association and by hand

28

at subway stops near the college. This recruitment effort
resulted in over 125 phone inquiries but insufficient enrollment
to offer either course. An informal survey of a sample of persons
who' inquired about the courses but did not enroll indicated that
most of these persons did not register because they could not
afford the tuition rate charged.

Several Alternative Degree students have used It's
Everybody's Business as part of their independent learning contract
to earn credit for Introduction to Business, and about 20 inmates
of the Queens House of Detention have earned credit for Introduction
to Business through viewing video programs in this telecourse in
conjunction with attending classes and group discussions offered
by a faculty member from the Business Department.

The biggest problem to be confronted in offering telecourses
is the lack of broadcast time. WNET/Channel 13 places a low priority
on telecourses, giving only one hour a week to telecourses and
then scheduling them in the least desirable time frames. There is
presently no cable system in Queens that might provide more ample
and more convenient broadcasting.

In the coming year the Division will continue to offer
credit telecourses in an independent study mode in the Queens House
of Detention and a number of non-credit telecourses to interested
community residents. The offering of credit courses to community
residents will be postponed, pending the development of more satis-—
factory programming arrangements with a local broadcaster. A
University Task Force on Telecommunications, on which LaGuardia was
represented, has recommended that the University explore use of
Channel 31, the City--owned UHF station, for broadcasting credit
and non-credit courses for adult students, and future developments
in cable television in Queens may eventually provide the technology
needed for LaGuardia to offer Telecourses to residents of Western
Queens,

6. ‘Pator Counseling Services

The Tutoring-Counseling Service Project (TCS) responds to
the premise that students being tutored in the Writing, ESL and
Reading Labs may be blocked in learning, not only by cognitive,
but also by affective difficulties.

The core of the program is the integration of certain
counseling skills and awarenesses into the teaching of an academic
subject, thus helping the learner develop a positive self-image
in relating to that subject.

990


Tutors in three labs--Writing, ESL and Reading (Communication
Skills)--attend workshops in theory and methodological ine es a ane
given by the TCS Tutor-Trainer and a variety of guest-spea sikaee -
This training is then applied ie eee oe cae eb A
currently studying changes in the self-im ; :

i toring enriched by TCS-trained staff. Also un er
Son helices wee siadeuta attitudes towards their labs gna ol
tutors; grades and pass/fail rates in basic skills pia
retention rates as students move into regular college courses.

Over the past year fifteen TCS trained tutors worked
with 439 Freshmen English as a Second Language students, twenty-one
worked with 325 Basic Writing students and eighteen worked with

325 Reading students.

Grant Funds from the DHEW Office of Education, re,
Projects enabled the program to hire and train a total - eth ors.
TCS related professional development was particularly re: oe i y
in the ESL Lab this year. Restructured to be more oe ait wee
implementing individualized, student-centered instruction, : i
attracted and held high-caliber tutors. These en hale no a
sensitive, but professionally committed to and academical Renters a
in teaching English as a Second Language. Spring Quarter s ch a 4
evaluations were the most favorable ever, indicating a ae mee
degree of satisfaction with all aspects of the program ee
physical space. There were six three-hour workshops on gen . na
TCS theory and applications held each quarter during <3 oe anges
average of twenty-five tutors and teachers from all three dep

involved participated in these workshops.

Responses on evaluations after each series apie
participants were pleased with the workshops, and are Ba a5 y
applying aspects of the training in their tutoring ee S.
the program has evolved it has begun moving away from =n ne
Learning dynamic to a more general and eclectic approach whi
be reflected in future training sessions.

7. Program for Visually Impaired Adults

The Program for Visually Impaired Adults aims to make
courses in Continuing Education fully accessible to blind a
partially sighted adults, ranging in age from the late ae
senior citizens. Efforts are made to integrate blind stu oa
into courses offered on campus and off-campus through specia

support services.

rr

While attending courses on campus blind students have
access to trained readers and tutors. Special equipment is
available in the library, such as books recorded on cassettes and
machines that magnify the printed page for partially sighted
readers. Support service is also available to faculty members
who seek help in working effectively with blind students.

Off campus courses are offered at various sites in the
community, most typically, in senior centers, In six such centers,
during the past year, blind seniors, integrated in a class with
sighted seniors, have enjoyed taking such non-credit courses as
Cceative Expression, Psychology Of Daily Living, and Controversial
issues Of The Day. Students are awarded certificates after completing
the requirements for each course,

The program sponsored a highly successful Helen Keller
Centennial Celebration during the Spring of 1980. Over 200 people
from the LaGuardia community participated in the day long celebration.
An innovative course to train readers for blind and physically
handicapped people was developed and piloted during the Summer of
1980. Based on the success of recent activities two major
conferences are planned for next year. During the Fall of 1980
the program will host a conference for Directors of Senior Centers
in Queens, in addition to hosting a conference linking Continuing
Education to Vocational and Social Services within the blindness
field. The program is financially supported by a two year grant
from the New York Community Trust.

Summary

This year was an extremely exciting and productive year for
the Division of Continuing Education. Particularly stimulating and
informative were the many fruitful hours spent by Program Directors
and Coordinators in goal setting sessions. The sharing of philosophies,
individual program needs, aspirations for future program development
and general brainstorming have already produced new directions for
the Division. These new directions will increase our capability to
serve our community in the most creative, responsive and productive
way possible. We would like to thank the many individuals within
the college community, public and private funding agencies, and
community agencies and organizations who have assisted us in our
educational and community service endeavors. We look forward to
strengthening these relationships in the coming year.



Program Directory

; A A. Adult Learning Center 626-5537
LaGuardia Community College igh Scncot Eiuivelency

Adult Basic Education

Continuing Education Enrollment Summary B. Community Service and Special Populations 626-2705
Programs for Visually Impaired
Programs for Hearing Impaired
Older Adults Programs
Education Associate Program

C. Corrections Education Programs 626-8709
High School Equivalency
Basic Education

English as a Second Language
Credit Courses

Year Fall Winter Spring Summer §- Total
= 3 2589 D. English Language Center 626-2718
1971/2 462 at aS? Intensive and er tatersive
1972/3 779 562 905 701 2947 English as a Second Language
4423 E. Veterans Education Center 626-8504
1973/4 1310 813 1480 fee High school Equivalency
1974/5 1698 1232 1240 850 5020 College Preparatory Program
F. Office of Non-credit Programs 626-5055
1975/6 1444 995 1163 651 boo ayer Comat
4705 Non-credit vocational, personal
1976/7 1134 1139 1478 RES development and community service
1977/8 1886 1376 2286 1973 7521 COUrBES
72 7317 G. Office of Extended Day Session 626-5513
1978/9 1739 1858. zeae = Credit courses in accounting,
1979/80 1738 2361 2053 1380 7532 business management, data

processing, secretarial science,
humanities, liberal arts and
natural sciences.

H. Programs for Business and Industr 626-2713
Skitis training and upgrading for
employees

Managerial and supervisory
workshops

33



I. Special Programs

Le

Alternative Degree Program
Consumer Education

DC-37 Food Service Training
Extension Centers

Family Day Care Training
Multilingual Small Business
Telecourse Project

Tutor Counseling Program

Women's Program

34

626-8520
626-87i2
626-2713
626-8520
626-5091
626-5489
626-5091
626-5450
626-8546

Staff Directory

Acevedo, Janet, Coordinator, Sign Language/Interpreter Programs
Alers, Milagros, Secretary, The English Language Center

Anderson, Glenn, Coordinator, Program for Hearing Impaired Adults
Anderson, James, Office Manager, Veterans Program

Aziz, Rashida, Instructor, The English Language Center

Box, Gertrude, Teacher/Coordinator, Correctional Education Program
Branch, Audrey, Director, Women's Program

Brauch, Steve, Director, Programs for Business

Burrell, Jacqueline, Video Production Specialist, Correctional Education
Program

Byrd, Donald, Associate Professor, The English Language Center
Cacopardo, James, Counsellor, Veterans Program

Carter, Diane, Secretary, Community Service Programs

Carter, Gloria, Secretary, Community Service Programs

Dorgan, Virginia, Coordinator, Credit Courses, Correctional Education
Program

Dowling, Gretchen, Tutor Trainer, The English Language Center
Farrell, Sam, Director, Veterans Program

Fitzhugh, Shirley, Secretary, Correctional Education Program
Frazier, Alexis, Academic Coordinator, Adult Basic Education

Freeman, Barbara, Placement & Counselling Coordinator, Correctional
Education Program

Gallingane, Gloria, Director, The English Language Center
Garrett, Ralph, Director, Extended Day Session

Gazianis, Despene, English as a Second Language Coordinator, Family Day
Care Program

Gex, Judy, Instructor, The English Language Center
Goldberg, Allan, Director, Program Operations

Goodman, Bill, Coordinator, Program for Visually Impaired Adults

Gomez, Eric, Video Technician, Correctional Education Program

35



Gorman, Rosie, Secretary, Non-Credit Programs

Grant, Elizabeth, Academic Coordinator, Veterans Program
Heaphy, David, Director, Institutional Programs

Ionos, Marc, Coordinator, Multi-Lingual Small Business Program
James, Florence, Secretary, Deans Office

Johnson, Cynthia, Secretary, Special Programs

Kane, Edith, Mott Fellow, Community Service Programs
Kenny, Pat, Associate Director, Family Day Care Program
Khan, Fern, Director, Community Service Programs

Lance, Maxine, Secretary, Extended Day Session

Lee, Janine, Program Assistant, Programs for Business
Martin, Steffani, Director, Bi-Lingual Studies Program
Martinez, Grace, Secretary, The English Language Center
Miller, Ruth, Secretary, Deans Office

Miller, Shirley, Assistant Director/Coordinator, Adult Learning Center/
Veterans Program

Morales, Diane, Secretary, Program Operations

Oprandy, Bob, Assistant to Director, The English Language Center

Osman, Alice, Director, Adult Learning Center

Portnoy, Jeanne, Materials Developer, Consumer Education

Ransom, Margaret, Staff Interpreter/Assistant, Programs for Hearing Impaired
Saulsbury, Shirley, Assistant to the Dean

Sheppard, Ken, Coordinator, Credit Programs, The English Language Center
Smith, Theresa, Lab Technician, The English Language Center

Speights, David, Director, Special Programs

Telmar, Sheila, Coordinator, Correctional Education Programs

Thomas, Lillian, Administrative Assistant, Extension Programs

Watson, Sandy, Coordinator, Extension Programs

36

Weaver, James, Instructor, The English Language Center
Wells, Renee, Administrative Assistant, Continuing Education
Whalley, Jean, Secretary, Extended Day Session

Wilkerson, Cheryl, Secretary, Veterans Program

Zelinski, Stanley, Instructor, The English Language Center

McGaughey, Judy, Assistant Dean, Continuing Education

Kappner, Augusta, Dean, Continuing Education

37