1. GISELLE MUÑOZ, RESEARCH ASSISTANT DEPARTMENT OF ENGLISH, UPR-MAYAGÜEZ CATHERINE M. MAZAK, P.I. ROSITA L. RIVERA RODRIGUEZ, CO-P.I. JUDY CASEY, CO-P.I. RESEARCH ASSISTANTS: KIMBERLY SANTIAGO CLAUDIA HERBAS ANGEL MATOS English for Academic and Career Success in Agriculture: A Needs-based Curriculum

2. Problem Agriculture majors…  are over-represented in low-level English as a Second Language basic track courses  have the longest time to degree completion, 6.41 years  have a high rate of dissatisfaction with English courses (2006 English department survey)  have the worst retention rates of all the faculties at the UPRM http://oiip.uprm.edu

3. Placement into Basic Track 2007 College Board English score 469 or lower Prebasic 470-569 Basic 570 -800 Intermediate and Advanced All Majors15%22%63% Agriculture Majors38%22%39% Engineering8%20%73% Biology9%22%69% http://oiip.uprm.edu

4. Situation Priorities Required English courses are not designed to meet agriculture students’ academic and career needs Understand student English language needs and create courses designed to meet them Solution

5. Inputs Research assistants Research equipment Participant support

6. Outputs What we do (activities):  data-based needs analysis  create curriculum  publish curriculum on website  evaluate curriculum Who we reach (participation)  60% of all agriculture majors at the UPRM with low English proficiency

7. Outcomes-Impact Short term/learning:  Curricular revision  cooperation between faculties  train student researchers Medium term/action  disseminate results about content learning for ESL students Long term/impact  more Hispanics represented in agriculture and other science careers  improved models for content-based instruction

8. Program Development Planning – Implementation – Evaluation Required English courses are not designed to meet agriculture students’ academic and career needs Understand student English language needs and create courses designed to meet them -Research assistants -research equipment -money for participant support -data-based needs analysis -create curriculum -publish curriculum on website -evaluate curriculum 60% of all agriculture majors at the UPRM with low English proficiency -Curricular revision -cooperation between faculties -train student researchers -disseminate results about content learning for ESL students -more Hispanics represented in agriculture and other science careers -improved models for content-based instruction Required English courses are not designed to meet agriculture students’ academic and career needs

9. Contact usdaenglish@gmail.com cathymazak@mac.comcathymazak@mac.com (P.I. email) http://usdaenglishandagriculture.wordpress.com/