GTE LINKS VIRGINIA FOR LITERACY PROJECT

GEORGE MASON UNIVERSITY

HISTORICAL OVERVIEW

The George Mason University (GMU) segment of the GTE Links Project has focused on four overlapping phases of activities, which support its project goals and its particular emphases on curriculum development, teacher training, and student services.

Phase I: Exploration Phase (fall 1999-spring 1999) GMU, in collaboration with, Northern Virginia Community College (NVCC), Manassas campus, and Prince William County Schools Adult Education offered a seven week, six-hour per day instructional program for two consecutive cohorts of undereducated adult students. This collaborative demonstration/inquiry activity was the first project effort to explore the instructional delivery of three curriculum themes: job readiness, office technology, and basic academic skills. It served as a point of departure for additional investigation and curriculum development and set the stage for further interagency cooperation.

Phase II: Curriculum Development Phase (spring 1999-spring 2000) Based on insights gathered from Phase I, the project staff embarked on an extensive curriculum development effort which was designed to create an integrated instructional program for undereducated adults based on the three curriculum themes explored in the NVCC based experiment. This involved an extensive investigative effort which involved substantial contributions fourteen GMU adult education graduate students (most were also adult literacy practitioners) who participated in a special project-designed seminar in curriculum development during the summer of 1999. Half of this group continued their work on the curriculum project through a 'group independent study' arrangement in the fall of 1999. Project staff are now working to refine the curriculum prior to its pilot implementation in the spring of 2000.

Phase III: Pilot Curriculum Implementation and Refinement Phase (spring 2000-summer 2001). Further curriculum development and tryout activities were implemented through collaborative arrangements with two adult education units in Northern Virginia public school divisions, Prince William County (primary collaborator) and Arlington (secondary collaborator) during the spring of 2000 and will continue through the summer of 2001. Prince William County Adult Education implemented a formal 'tryout' of the new curriculum in partnership with the Virginia Employment Commission. The Arlington Education and Employment Program will evaluate the potential application of the new curriculum with ESL students and also develop additional technology curriculum for adult literacy and ESL teachers. Both collaborators will provide appropriate training to adult literacy teachers particularly in knowledge and applications of technology.

Phase IV: Sharing Phase-Dissemination of Project Processes and Deliverables (December 2001) Documentation of project processes and accomplishments will occur throughout the project. Products to be disseminated through both print and Internet mediums include a case study research project which describes the 'feel' of project process, the 'final' curriculum, and relevant tryout evaluation data to be disseminated by fall 2000.

GTE LINKS VIRGINIA FOR LITERACY PROJECT

GEORGE MASON UNIVERSITY

BEST PRACTICES FROM THE CURRICULUM DEVELOPMENT COURSE: SUMMER 1999

Curriculum Development Phase (spring 1999-spring 2000) Based on insights gathered from Phase I, the project staff embarked on an extensive curriculum development effort which was designed to create an integrated instructional program for undereducated adults based on the three curriculum themes explored in the NVCC based experiment. This involved an expansive investigative effort which involved substantial contributions from fourteen GMU adult education graduate students (most were also adult literacy practitioners) who participated in a special project-designed seminar in curriculum development during the summer of 1999. From this course, information pertaining to characteristics of effective programs was collected and compiled. An overview of some of those characteristics is listed below.

CHARACTERISTICS OF EFFECTIVE PROGRAMS

PROGRAM CHARACTERISTICS

þ Clear Mission Statement

þ Targeted Population that is Well Defined

þ Comprehensive Intake Assessing:

þ Student Commitment

þ Matching of Student and Program Goals

þ Individualized Self-Assessment and Goal Setting

þ Flexibility in Scheduling

þ Professionalism

þ Networked with Community for Mutual Investment

þ Clear Communication Among Facilitators

þ Open Lab with Assistance

þ Facilitator Training

þ Formal and Informal Monitoring of Progress

CURRICULUM CHARACTERISTICS

Results and Reflections from the Prince William County Schools Adult Education Pilot Program

Ten students participated in the pilot offered March to May (2000) through Prince William County in partnership with the Woodbridge Virginia Employment Commission, GMU, and GTE. Three instructors presented the content of the curriculum as intended and endeavored to collect a range of constructive data based on the outcomes of the implementation process. The instructors investigated the effectiveness of integrating technology into instruction, balancing the academic needs of the students and the intensive pace of the GED material, collected data on the critically reflective journaling of students, as well as outcomes from job-seeking activities. Particularly pertinent to this pilot are comments reflected by students. Below are some excerpts.

When I came to this class, I was very unsure of my ability to interact with other people. It had been along time since I was in school and believe me, I was not a studious pupil. With each passing day, I am becoming more self-assured and I know I can do anything. Being in this class has given this knowledge to me. JUNE

I changed, I am changing, and I will change…because I was in a wonderful course that provided me with good tools for my development in the work world and in my personal life. Thanks for all the benefits that I received. IRMA

I think that I've changed a great deal because I know that I can do anything I set my mind to do, I've learned to be a good listener and to be careful with what I'm doing. JOSE

Actually, since I started this program everything about me has changed…my writing, reading, and especially my mathematics, because I didn't even think I would be able to pass my math test, but I did. This program made me feel confident about myself and also boosted my self-esteem. I am very proud to be part of this program and I will never forget about this program in my life experience. ELIZABETH

Wow! I am so proud of myself! My life has definitely changed for the best. I am now employed in a promising job and continuing my education. My confidence went from "You can do it" to "You did it!" So now, the sky is my limit. KIM

I have advanced on my computer typing skills. This is one of the greatest things and I have mastered MS Word and can do most everything in it. Job Readiness taught me how to prepare myself for the future, and the GED (class) prepared me a lot…and it gives me confidence to take my GED. BENONI

I thank you very much for all of your support during GTE classes; we couldn't have done it without you. I am very happy that I passed the GED exam. With those results I feel great! I feel so good that now I would like to go to college and study computers or something. I hope to be a good example for my children, and my husband who is going to ESL classes. SENORINA

I would like to say that I had learned a lot in math, computers, Job Readiness, English, and also to be positive even when things go wrong. I want to say thank-you to the three of you (instructors). I already miss you! MARIA

The GMU segment of the GTE Links project is divided into four phases of activities which relate to its focus on curriculum development for undereducated adults in the areas of academic fundamentals, basic technology skills, and workplace readiness. These phases are described in the excerpt from the project's website, which is included in the accompanying materials (Historical overview). Other materials include:

1 The syllabus for a university special topics course through which fourteen adult education graduate students developed the framework for curriculum units for adult basic learners.

1 A summary of characteristics of effective programs which focus on academics, technology, and workplace readiness.

1 The procedures and guidelines by which the GMU project staff formed collaborative relationships and made financial allocations to two local literacy agencies for curriculum development and pilot implementation purposes.

1 Reflections and comments from students who participated in the most recent curriculum tryout which occurred in a seven-week pilot program sponsored by Prince William County Schools Adult Education and hosted by Virginia Employment Commission (Woodbridge).