Diversity and the English Language Learner: Museum Programming for Solano Community College

Running Head: DIVERSITY AND THE ENGLISH LANGUAGE LEARNER1

Diversity and the English Language Learner

Museum Programming for Solano Community College

Fairfield/Suisun Historical Society

Fairfield, CA

Museum Visitor Experience Recommendations with Program Outline

Marina R. Vlnar

MUS 5610 The Visitor Experience: Learning Theories and

Understanding Audiences

John F. Kennedy University

Winter 2014

DIVERSITY AND THE ENGLISH LANGUAGE LEARNER2

Table of Contents

Abstract …………………………………………………………………………………………...3

Introduction ……………………………………………………………………………………….4

Audience Needs Description ……………………………………………………………………...6

Model Sample Programs ………………………………………………………………………….9

Museum Programming Recommendations ……………………………………………………...13

Program Description and Rationale ……………………………………………………………..17

Conclusion ………………………………………………………………………………………19

References ……………………………………………………………………………………….20


Abstract

The program Diversity and the English Language Learner was

developed for Solano Community College (SCC) and the (fictional)

Fairfield/Suisun Historical Museum (FSHM) in Fairfield, CA. SCC

is located across the road from the FSHM, and serves a student

population from high school age through senior citizen throughout

Solano County. The main campus is located in Fairfield, but they

also have off-site campuses in Vallejo, Vacaville and at Travis

Air Force Base. Interviews with Dean of Student Affairs, Dr.

Shirley Lewis and with community college student, Stephen

Anderson, III revealed that due to recent budget cuts and a

decrease in grant funding there is a need for additional learning

communities that address the socioeconomic issues that plague a

diverse population. English learning programs have been

dramatically affected, and have been a tremendous barrier to new

student admissions. In addressing this critical need of the

students, the main criterion for the program was to integrate

their diverse cultural backgrounds.


By researching the audience needs, the following

programming recommendations were made: (1) The program is

designed for adult literacy intermediate and advanced English

language learners in partnership with SCC and the FSHM; (2) the

program will utilize the ESL – Model Standards for Adult

Education Programs pedagogy to develop curriculum (Adult

Education Unit, 1992); (3) the program will correspond within

SCC’s academic calendar; (4) the curriculum’s theme is “Diversity

and the English Language learner”; (5) each class in the museum

curriculum includes: looking at artifacts, speaking and engaging

in facilitated discussions, listening, reading and writing

assignments, and creating exhibit components; (6) artifact

selection and handling will be completed with the guidance of the

museum registrar and staff; (7) class sessions will be completed

in a SCC classroom and at the museum in the evenings and on

weekends; (8) the program will address visual literacy skills

that will assist in building socio-cultural and socioeconomic

bridges for adult immigrants that participate in the program; (9)

the adult participants in the program are empowered by


positioning them as workshop support, exhibition interpreters,

mentors and through visitor interaction at the museum; and (10)

the program will end with a final exhibition pertaining to

diversity and the history of the Fairfield/Suisun community

created by the adult immigrants in the program and they will

attain academic credit.

Introduction

As the role of museums evolve from vaults of collection

based knowledge to community based spaces, it is important that

they address the needs of that community. Becoming and remaining

relevant in the community is essential to the survival of the

museum. Understanding your audience is crucial to designing

museum exhibits and corresponding programming that will establish

a museum’s relevancy. Critical to this process is collaboration

between museum staff and potential community partners. Bringing

the right people to the table from the beginning can enhance the

development and implementation of your program. To determine

audience needs, there are various methods of investigation that

are utilized, such as survey, interviews and research. In this


paper I will discuss the needs of Solano Community College from

the perspective of both faculty and students, and design a museum

program for the Fairfield/Suisun Historical Museum to address

some of those needs. For the purposes of this investigation I

held interviews and completed theoretical research.

Community colleges provide undergraduate education for many

nontraditional students, such as high school students and working

adults (American Association of Community Colleges, 2014).

Community colleges serve half of the undergraduate students in

the United States, and students attend for many reasons, such as

upgrading job skills, pursuing an associate degree, and engaging

in a hobby. When creating a new educational program it is

essential that the program fit within the scope of the mission

statement for both the institution and the community partner

(Institute of Museum and Library Services, 2009). Solano

Community College's mission is to educate a culturally and

academically diverse student population drawn from our local

communities and beyond. We are committed to helping our students

achieve their educational, professional, and personal goals


centered in basic skills education, workforce development and

training, and transfer-level education. The College accomplishes

this three-fold mission through its dedicated teaching,

innovative programs, broad curricula, and services that are

responsive to the complex needs of all students (Solano Community

College, 2013). The Fairfield/Suisun Historical Museum’s mission

is to preserve the fascinating history of the city of Fairfield

and the surrounding community by presenting exhibits and programs

that explore and celebrate the diverse cultural traditions of the

community (fictional).

.

Audience Needs Description

SCC Campus Overview


To discover the educational goals of the SCC student it is

important to understand the demographics of the student

population. SCC students are 58% female and 40% male with an

equal average age of 17 to 49 years old (28.3% less than 20; 32%

age 20-24; and 33.2% age 25-49) (Solano Community College, 2013).

The ethnicity of the student population is 16.5% African

American, 20.3% Hispanic and 30.4% White. Community colleges

are diverse institutions by nature and the educational outcomes

of SCC’s students reflect this diversity. According to Dr. Lewis

(Lewis, 2014), SCC students need class schedules that are

flexible, access to student support services on evenings and

weekends, affordability, and counseling and mentorship services

in relation to career paths. Due to recent budget cuts and

dwindling grant funding, programs that addressed these specific

needs have been cancelled.


The educational goals of the faculty and staff is to attend

trainings and conferences that keep them abreast of the latest

developments, best practices, and learning strategies of a

diverse student population (Lewis, 2014). They need the

financial resources to be able to go on sabbatical for purposes

of research, gaining advanced degrees, and networking with other

colleagues. Faculty would like increased visibility in the local

community to establish strong partnerships and bring broader

programming at the off-site locations. SCC would like more

SCC’s diverse student population


community based programming that is unrestricted and open to the

public. Many community based classes developed by outside

sources often limit their enrollment to targeted groups or

specific organizations (i.e. unions, apprenticeships, employer

programs), which are coordinated through the college’s Workforce

Development Center and Contract Education.

The educational goals of SCC students is to gain the

necessary skill set to create a clear career pathway, which might

include taking the necessary courses to be able to transfer to a

four-year institution for postsecondary degree. High school

students are looking for advanced general education courses that

are not offered at their local high school (i.e. advanced

placement science and mathematics) to get ahead in their studies

(American Association of Community Colleges, 2014). Adult

students are looking for support services that address their

achievement gaps, and courses that provide career advancement and

job skills as well as prepare them for a four-year degree

program. A decrease in learning communities that address their

specific socioeconomic needs (i.e. Foster Youth Success, African


American Male Scholars, Puente) has impacted SCC student’s

ability to advance in both career and educational goals.

According to student, Stephen Anderson III, students need faculty

and staff who are invested in their success, a broader course

selection in the off-site campuses, knowledge of existing

community services and resources, and affordable transportation

(Stephen J. Anderson, 2014).

In partnering with a museum for educational programming SCC

faculty would like a museum program to focus on the diverse

student population. Any programming would need to take into

account the limited financial resources and diminishing technical

and tutoring support (Lewis, 2014). SCC faculty would be able to

assist with curriculum development, but since community colleges

traditionally have a high job vacancy rate due to increased

retirements and a large adjunct faculty workforce, long-term

commitments from faculty are not likely (American Association of

Community Colleges, 2014). SCC administration can offer cross

promotion of the program through their website, course catalog,

social media, and various marketing tools (Lewis, 2014). SCC


would expect the museum to provide cross promotion through its

website, email blasts, phone banking and quarterly newsletter.

SCC would also expect that the museum would initiate

collaborative developmental meetings that stress both the needs

of the museum in conjunction with those of SCC. Lastly, SCC

would expect the museum to provide programming that fits within

its mission.

SCC students would expect a museum program to focus on the

history of the community through the exploration of historical

artifacts. Establishing relevance to their unique educational

needs is critical to obtaining a student’s interest in museum

programming (Stephen J. Anderson, 2014). SCC students expect

that the museum will provide programming that addresses job

training or career building skills. SCC currently partners with

the Jimmy Doolittle Air and Space Museum Foundation to provide

assistance with their Aeronautics program, the local fire

departments for support with their Fire Academy and with the

Children’s Network of Solano County for the Early Childhood

Education program (Lewis, 2014). SCC students expect that museum


staff will be able to meet their English as a second language

needs, and provide programming and or exhibits that incorporate

their language barriers. SCC students expect that museum

programming will be cost effective, provided at a convenient time

and location, and can be utilized for academic credit.

Model Sample Programs

In researching ideas for educational programs that target

the community college audience I looked for programs that were

designed for high school and college students and created by both

museums and community college programs. The three model programs

I chose to evaluate are meeting the needs of my target audience

but are specific to the needs of their learning communities. In

reviewing these model programs I will describe the program

details and explain how the program effectively serves the target

audience. The model programs I chose are the Science Career

Ladder (SCL) at the New York Hall of Science, the Bristol

Community College (BCC) and Children’s Museum of Greater Fall

River (CMGFR) collaborative, and the Cultures and Literacies

Through Art for the 21st Century (CALTA21) program.


The Science Career Ladder at the New York Hall of Science,

Corona, NY

The SCL program at the New York Hall of Science (Institute

of Museum and Library Services, 2009) is an education, employment

and mentoring program that hires high school and college students

as Explainers. These explainers are trained to provide

exhibition interpretation, science demonstrations, orientation,

workshop support, and visitor interaction. High school students

begin as Explainer Interns, and must progress up a ladder of

knowledge and responsibility with the final goal of becoming an

Explainer. The students move up the ladder through a process of

mentoring, training, and hands-on science focused interactions.

They learn public speaking skills, leadership training,

interpersonal skills, and an appreciation for science, which will

lead them to a part-time paid staff position. The museum hopes

to gain qualified staff, with a love of science that might

consider a career in science or teaching, and the student

receives job skills that are relevant beyond the museum (New York

Hall of Science).


The success of the program is evident in numerous case

studies, reports and student success stories. A 2002 study

conducted by the Institute for Learning Innovation found that

alumni of the program reported that they developed self

confidence, communication and teaching skills, were more willing

to consider careers in the teaching field, and acquired an

appreciation for science, all of which were clear goals of the

program (Institute of Museum and Library Services, 2009). The

program has been in existence for over 25 years, and has been

circulated to over 20 different museums for implementation, only

five of which were science centers (New York Hall of Science).

The program was created to get high school students interested in

science and teaching as possible career fields, and to implement

diversity into these career fields. The program also addressed a

need for high school student job placement.

This program’s target audience is high-school students, a

portion of the community college student population. The SCL

program addressed the needs of job training skills and diversity

awareness and understanding, both of which are integral


components of the Diversity and the English Language Learner

(DELL) program. I specifically integrated key components of the

SCL program into the DELL program, such as exhibition

interpretation, visitor interaction and interpersonal skills

necessary to bridge sociocultural and economic gaps. These

skills build student confidence and provide an environment for

continued academic and workforce success.

Bristol Community College Art Studio and Early Childhood

Education Courses, Bristol, MA

As part of their coursework, students at Bristol Community

College (BCC) enrolled in the Art Studio class, and created new

exhibits for the Children’s Museum of Greater Fall River. In

addition, Early Childhood Education students had the opportunity

to work directly with children’s programming at the museum

(Massachusetts Campus Compact, 2014). BCC worked collaboratively

with the museum to develop college credit courses that addressed

the needs of both the college and the museum. The museum was new

in the community and was interested in establishing service

partnerships. BCC was interested in providing quality courses


that addressed the need for job skill training and provided a

relevant presence in the community.

The hands-on community based courses developed by this

program are an essential component of the DELL program. Both the

BCC program and the DELL program also provide course credit and

exhibit design training. Students are filling a museum need for

exhibit and educational programming while gaining valuable job

skills. Early Childhood Education students are learning and

implementing children’s programming that they created. BCC

students have taken advantage of this opportunity and BCC faculty

and administration are exploring other ways in which the museum

and college can collaborate. This collaboration on curriculum

design is a model for the DELL program.

Students and faculty from BCC work to prepare exhibitsfor the CMGFR


Cultures and Literacies through Art for the 21st Century

(CALTA21), New York

The CALTA21 initiative aims to build museum and community

college partnerships to address the needs of the English language

adult learner (ELL) by developing an ESL program that strengthens

their literary skills and increases their comfort with

institutions of higher education, and community-based programming

(Edlin, Lannes, & Bateman, 2013). The curriculum’s theme,

“Identity and Portraiture”, is designed to use the adult

students’ background knowledge and immigrant experiences as the

instrument for encouraging dialogue. By combining art images

and visual literacy, the program creates effective facilitated

discussions that help students create observations, find personal

meaning, and build vocabulary and knowledge. The program

embraces diversity and understands the value of each student’s

cultural perspectives based in religion, ethnicity, socioeconomic

backgrounds, and literacy levels (CALTA21, 2014).

The CALTA21 program is a prime model example for the DELL

program as it addresses the specific need associated with SCC,


the adult ESL. The DELL program has adapted many of the key

components of the CALTA21 program, such as curriculum that

incorporates facilitated discussion, pedagogical practices that

best serve adult immigrants, creating a final classroom exhibit

design, and class sessions held at both the community college

campus and in the museum. Although CALTA21 is geared towards art

museums, the basic foundations in the curriculum can easily be

adapted to fit the needs of a historical museum using artifacts

rather than visual art. Keeping within the CALTA21 vision of

incorporating immigrant experiences into art, the DELL program

can use artifacts to tell the importance of the immigrant story

as it pertains to the history of the area.

Museum Programming Recommendations

Through theoretical research, examining the needs of Solano

Community College faculty and students, through interviewing Dr.

Lewis and Stephen Anderson, III, and by exploring the three model

programs, the following museum programming recommendations for

the DELL program were created:


1. The program is designed for adult literacy intermediate and

advanced English language learners.

To support facilitated discussions, group collaborative work, and

to complete course assignments it is essential that the adult

English language learner have a minimum of intermediate adult

literacy comprehension.

2. The program will utilize the ESL – Model Standards for Adult


Education Unit, 1992).

The ESL – Model Standards for Adult Education Programs stresses

pedagogical practices that best serve adult immigrants such as

small group collaborative work. It is imperative that best

practices for working with adult immigrant audiences be utilized

to create a solid foundation for the collaborative partnership.

This document describes general standards, defines language

proficiency levels, and identifies possible tests for measuring

language proficiency.

3. The program will correspond within SCC’s academic calendar.


As an academic course that offers college credits, the program

must meet the policies and procedures outlined in the Solano

Community College Catalog (Solano Community College, 2013). The

college is accredited through the Accrediting Commission for

Community and Junior Colleges of the Western Association of

Schools and Colleges, and all courses must maintain the standards

and practices outlined in the accreditation process (Lewis,

2014).

4. The curriculum’s theme is “Diversity and the English

Language learner”.

Diversity is a central part of all programs at Solano Community

College because of its diverse student population. Diversity is

mentioned in SCC mission statement and it was a major topic for

discussion in the interview process (Lewis, 2014) (Stephen J.

Anderson, 2014). Nine percent of core museum visitors in 2008

belonged to an ethnic minority group, and these groups will

become the new majority population in the United States between

2040 and 2050 (Farrell & Medvedeva, 2010). With this in mind it

is critical that museums consider diversity when designing


programming that will create a meaningful museum experience.

Social and cultural differences are considered an asset to

creating new ideas and increasing innovation and quality of work

(Institute of Museum and Library Services, 2009).

5. Each class in the museum curriculum includes: looking at

artifacts, speaking and engaging in facilitated discussions,

listening, reading and writing assignments, and creating exhibit

components.

The partnership between the college and the museum has to be

established in advance, and curriculum planning and development

is an integral component in creating that relationship. During

planning sessions, both partners can share information about each

other’s needs and strengths, building a solid foundation for the

collaborative process. Together they can identify basic goals

that provide an overall direction for the program (Miller, 1983).

6. Artifact selection and handling will be completed with the

guidance of the museum registrar and staff.

The museum staff will work side-by-side with program participants

to select artifacts in the museum collection that are relevant to


the immigrant history of the region. Immigrant issues such as

displacement, acculturation, language barriers, and the

preservation or rejection of memories related to these issues can

be reflected through artifact research and display. The

registrar is the museum expert in regards to the collection and

exhibition of the artifacts (Buck & Gilmore, 2010), and will act

as advisor on this matter.

7. Class sessions will be completed in a SCC classroom and

at the museum in the evenings and on weekends.

A course is 48 class hours in a semester which will be achieved

in 16 class sessions of three hours each. Each class is divided

into 50 minute sessions with a required 10 minute break in

between each session. Convenience in scheduling was an important

need for SCC students, and there was a strong need for evening

and weekend classes (Lewis, 2014). Classes one through four and

nine through twelve are to be taught at the SCC main campus in

Fairfield by an ESL instructor. Classes five through eight and

13-16 will be taught at the museum by museum educators and to the

collection or exhibit to be viewed. ESL instructors will act as


advisors to museum educators for the purpose of instructional

training.

8. The program will address visual literacy skills that will

assist in building socio-cultural and socioeconomic bridges for

adult immigrants that participate in the program.

The underlying goal of the program is to apply visual

literacy skills for the development of English language

comprehension and communication, and to develop and enhance

museum literacy skills that will assist in building social and

cultural resources for adult immigrants that participate in the

program. Memories of meaningful moments (Sousa, 2011) in the

lives of immigrants such as, places and people, migration and

immigration, are captured in photographs, writings and objects.

As most ESL learners cannot communicate effectively verbally,

visual imagery conveys thought and ideas that they cannot convey

for themselves. This audience needs visual learning as a

catapult to increase English language learning (Stein, Garibay, &

Wilson, 2008).


9. The adult participants in the program are empowered by

positioning them as workshop support, exhibition interpreters,

mentors and through visitor interaction at the museum.

ESL learners will gain language competencies through

collaborative work by ESL instructors and museum educators. By

developing personal connections between faculty and participants,

and creating an environment that embraces diversity, the students

will gain much needed self confidence that will translate through

improved interpersonal and communication skills (New York Hall of

Science). These skills, when developed and refined in the museum

setting can be utilized when the exhibition is completed and the

students can act as interpreters, mentors and visitor guides.

Motivation (Csikszentmihalyi & Hermanson, 1995) is enhanced by

the student’s prospects for continued academic and workforce

success.

10. The program will end with a final exhibition pertaining to

diversity and the history of the Fairfield/Suisun community

created by the adult immigrants in the program and they will

attain academic credit for the course.


Students will use the skills they learn in the classroom to

create an exhibit pertaining to the immigrant contributions of

the Fairfield/Suisun region. Students will become interpreters

and engage museum visitors in both English and native languages

as needed. As visitors to the museum students will become

affinity seekers, looking for an experience that speaks to their

heritage (Falk & Sheppard, 2006). Their knowledge of content and

skill mastery of English language can create a life-changing

experience (Sachatello-Sawyer, 2002). Each student will create

an exhibit component pertaining to their unique immigrant

experience utilizing the artifacts in the collection of the FSHM.

Students will complete research and content for their exhibit.

Course credit will be given based on a combined grade from their

ESL instructor and their museum educator.

Program Description and Rationale

This program was created specifically to meet the needs of

Solano Community College students and will build on the college’s

need for multiple learning communities that address the issues

surrounding immigrant populations, especially those with the


theme of Diversity and the English Language Learner (DELL). The program will

take place on the main campus in Fairfield, CA and at the

Fairfield/Suisun Historical Museum located across the road from

the campus. The goals of the DELL program are for students to

attain advanced proficiency levels in English comprehension and

communication with a particular emphasis on visual literacy

learning. Students will gain self-confidence and interpersonal

skills that can be translated into higher education and workforce

environments. Finally, students will create a museum exhibit

based on the immigrant contributions to the Fairfield/Suisun

region, and will act as exhibit interpreters, and museum guides

able to communicate to visitors in both English and their native

language. The exhibit will be on display for six months and

student participants will have the opportunity to be engaged as

both exhibitor and visitor. The program and exhibit will be

marketed by both the college and museum, establishing a new group

of visitors to the FSHM. The program will take place during one

college semester and will take place once a year.


Students participating in this program will attain English

language skills while receiving academic credit in a higher

education institution. The program will be a three credit course

with 48 hours of instruction divided into 16 classes taught in

three hour sessions of 50 minutes each, with a mandatory 10

minute break between each session. Classes one through four and

classes nine through twelve will be taught at SCC with an ESL

instructor, and classes five through eight and 13-16 will be

taught at the FSHM with museum educators. The ESL instructor

will act as an academic advisor to the museum educators for the

purpose of English language learner complexities. The program is

designed around the theme of diversity and the curriculum content

will embrace cultural differences such as religion and ethnicity.

Social and cultural differences are considered an asset in this

program.

The ESL classes will serve as the foundation to the museum

classes, and will utilize the ESL – Model Standards for Adult


Education Unit, 1992). These classes will discuss the importance


of the immigrant population to the foundation of the United

States. The museum classes will serve as the catalyst for the

Kolb Learning Style Model (Kolb, 1992) with each class

incorporating sessions in facilitated discussion, looking at

artifacts, developing listening skills, hands-on exhibit design

workshops, and pertinent reading and writing assignments. Through

the use of pairs and small groups, ELL students will gain free-

speaking practice by discussing one another’s artifact choices.

In addition to conversational practice, students will respond in

writing to their own exhibit components and to those of their

classmates. Students will examine notions of diversity by

selecting artifacts in the museum collection and using those

artifacts as motivations for exploring the notions of ageism,

sexism and racism. These topics can be diffused through

understanding of immigrant cultures and contributions, and

creating a museum exhibit that shares those unique immigrant

stories with the community. Students needing technology and

research materials to complete their assignments can utilize the

college computer lab and library services.


The program Diversity and the English Language Learner (DELL) was

designed with learning theories and theoretical research specific

to the community college student and the English as a second

language learner. The classroom learning environment as well as

the hands-on exhibit design component will appeal to the type

2/Assimilator and type 3/Converger learning styles (Kolb, 1992).

The ESL component and the exhibit design pertaining to the

diverse contributions of the immigrant populations will appeal to

the type 1/Diverger and type 4/Accommodator learning styles. As

the students work collaboratively with instructors and their

peers, this social interaction creates a learning environment for

students to problem solve independently (Vygotsky). DELL uses

the Six Facets of Understanding (Wiggins & McTighe, Understanding

by Design) as part of the curriculum design process as students

must employ explanation, interpretation, application,

perspective, empathy and self-knowledge to complete the final

exhibit design project. By incorporating the student’s personal

immigrant story into the exhibit component this program embraces

the theory of prior knowledge (Rochelle).


Conclusion

The museum program Diversity and the English language Learner (DELL) was

created to meet the needs of Solano Community College (SCC) and

the growing English language learner (ELL) student population.

The Fairfield/Suisun Historical Museum (FSHM) in collaboration

with SCC designed curriculum to serve adult ELL learners. The

program provides classroom and hands-on instruction with

facilitated discussion, small group work, and writing and reading

assignments to meet the needs of ELL learner. The course is

offered once a year in conjunction with the SCC academic calendar

in evening and weekend classes to fit the demanding schedules of

the community college student. This collaborative process

assists the college in creating a valuable learning community

resource for its students, and allows the museum to expand its

programming to a growing diverse immigrant population. As the

FSHM is a fictional institution it is hoped that the DELL program

will be implanted within a community with similar needs.

References


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Standards for Adult Education Programs. Sacramento: California

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