Faculty and Staff Meeting and Workshop Minutes

Spanish-American Institute

May 8, 2010

 

 

Schedule:  The Faculty and Staff Meeting started at 10:15 am and ended at 11:15.   The Workshop started at 11:30 and adjourned at 1 pm.   Mr. Ferraro invited attendees to lunch.

 

Attendance: G. Andryuschenko,  J. Arbai, S. Atayeva, T. Bobrysheva, Z. Batchaeva, E. Castillo, M. Chalek, V. Covic, A.M. Diaz, L. Dolina, L. Dolina Rusk, L. Dombre, L. Eco, D. Engulatove, A. Ergashev, L. Fallarme, D.V. Ferraro, A. Gomez, M.H. Gomez, L. Grajo, L. Hernandez, L. Klavsen, L. Konstantynova, A. Lisitsyn, E. Manliclic, M. Marzhokhova, M. Marcus, A. Melo, E. Nibeyro, M. Nisimov, N. Panganiban, C. Prager, E. Ramos, T. Schwenke, S. Sergeeva, S. Shcheglova, S. Shukova, N. Tomskikh, A.Tuldanes.

 

President’s Report:  Mr. Ferraro welcomed everyone.  He asked everyone to:

 

  • remind students of school cell phone policy in class;
  • look at school presence on social networking sites, including Facebook and YouTube;
  • volunteer as Faculty Captains on Student Bike Club tours;
  • let us know of students’ college acceptance for College Honors Wall;
  • assure that students and faculty leave rooms clean.  Ask to use the plastic bags and large garbage barrel at the reception desk;
  • consider using the Special Events Center for student presentations; and
  • help us identify students who could exhibit or perform in the Center as part of the Institute’s “English Through the Arts” series. 

 

Nuria Rabaillo-De La Fuente, a current student and practicing artist, will exhibit her paintings in the new and expanded Student Club Special Gallery Space starting in June.  Mr. Ferraro also introduced Dr. Dilaria Engulatove, a new member of our faculty  who will serve as a music resource for faculty and students activities in the "English through the Arts" series.  In addition, he commended Svetlana Shcheglova and Drissa Compaore for their project and exhibit of student “introductions” on view in the Special Events Center.   

 

Chair and Other Faculty Reports:    

 

Business Chair—Lilliam Hernandez reported on Accounting and Business Math enrollments.

Computer Chair—Enrique Nibeyro reported on how easily and enthusiastically students have adapted to the new MACs.

Dean of Academic Affairs Report: Dean Prager began the meeting by asking new faculty and staff to introduce themselves.  She covered the following:

 

·        2010-2011 TOEFL Bulletin—She distributed copies of the new 2010-2011 TOEFL Bulletin with the reminder that faculty should encourage students to view the Bulletin on-line at the ETS website.

·        New English Literacy Class—There are now three sections taught by G. Diaz, E. Castillo, and E. Manliclic. The course is aimed at students with limited literacy skills and/or students who need work in Roman script.

·        Library Education—Faculty should encourage students to obtain free public library cards.  Faculty can also bring groups to the Spanish-American Institute Library to introduce them to the basic structure of American college and public libraries. 

 

Break:  11:15-11:30

 

Workshop:  11:30-12:45pm—Spanish-American Institute Instructional Support Materials

 

Workshop participants received a handout listing the Institute’s supplementary instructional resources.  Copies of all print material such as Teacher’s Manuals and DVD Guides were passed around for review.

 

Much of the Workshop discussion focused on two topics:

 

1.  How to use different NorthStar editions and strands that complement each other. 

2.  How to integrate writing skills in all classes. 

 

1.  Using Complementary NorthStar Strands:  Strands include:  Listening and Speaking texts at all levels, Reading and Writing texts at all levels, and Building Skills for the TOEFL iBT (intermediate to advanced levels only). 

 

Since each NorthStar unit at a particular level uses the same theme in each strand, each text’s material complements the other’s.    

 

Teachers who have been doing so already described how they used material from other strands as additional practice or testing material in their ESL courses.  For example, several teachers have used the listening and writing material from Building Skills for the TOEFL iBT in their ESL 3-6 or TOEFL classes.  Or teachers have used some of the additional reading and writing activities from the Reading and Writing texts to amplify reading and writing practice in ESL 1-6. 

 

Dr. Prager will add NorthStar Reading and Writing texts to the material that faculty may borrow from the Bookstore.

 

Using Complementary NorthStar Editions: The Institute’s phase-in to NorthStar 3rd edition has begun with Advanced Reading and Writing.  As the phase-in progresses, faculty will have access to 2nd AND 3rd edition material to enrich their teaching.  While some of the material is different, most of the themes remain the same in the 3rd edition.  The new material, therefore, will have new instructional support material on “old” themes.  As a result, faculty may be able to use some “old” 2nd edition DVD video sequences  and listening passages as well as textbook activities to amplify “new” 3rd edition units and activities. 

 

2.  Integrating Writing Skills:  All teachers are responsible for teaching writing skills. Improving students writing skills has taken on a new urgency as more and more Institute students seek admission to American colleges*.  The group reviewed the rubrics for TOEFL writing scores with their emphasis upon organization, development, and ability to convey ideas as opposed to grammar, structure, and other mechanics. 

 

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*Note:  Subsequent to the meeting, Dr. Prager issued a memo describing the new CUNY writing assessment test required for admission to Four-Year colleges. The revised test is scored on a 6 point scale, much like the TOEFL.  The major criteria for a passing score is the ability to:  organize, develop, convey, and elaborate upon an idea in a unified and coherent way. 

 

A  “6” or “Exceptional” score, still allows student to make a few errors in “mechanics, usage, or sentence structure.”  An “Adequate” or passing score still requires students to demonstrate some ability to elaborate and convey an idea in a coherent fashion.