Diseño de librerías de compuestos químicos (quimiotecas)

higher education, is proving to be a preferred educational domain for many U. S.- educated multilingual students. The Truman Commission on Higher Education in 1947 challenged the federal and local governments to increase enrollment in higher education by making higher education accessible to all who would academically qualify by ending financial, racial, religious, and gender discrimination in higher education admissions (Gilbert and Heller, 2013, p. 418 and 420). The community college domain was the intended site of this expansion (p. 430), targeting a student population that might lack the capital necessary to gain entrance to four-year schools:

Today, students who attend the community college are typically those who have insufficient financial capital to attend more expensive schools,

insufficient test scores and grades to get into more selective institutions, or insufficient cultural capital to navigate admissions and financial aid

processes. Lack of cultural capital may take two forms. One, the student may lack a sense of direction, either in the form of self-motivation or target degree. Second, the student may be first-generation with little family understanding of, and guidance with, higher education. (Treat and Barnard, 2012, p. 696)

U.S.-educated multilingual students often fall into several of these categories. Sometimes, depending on when they immigrated, their K-12 educational experiences, and their own family circumstances, U.S.-educated multilingual students may not have the test scores, financial means, or cultural capital to enter into a four-year university. However, having earned a U.S. high school diploma, these students are no strangers to the U. S. school system, and they are familiar with general U.S. education practices: expectations for

academic integrity; participation in cooperative learning activities; technology usage, such as basic word-processing software applications; and social roles and norms of teachers and students in classroom environments. Therefore, the community college becomes a viable educational venue.

In response, community colleges are faced with the challenge of appropriately educating these students. While access to the community college domain is relatively open, compared with the more difficult access to four-year educational institutions, incoming students are still assessed for placement. And, as mentioned in Chapter I, the literacy needs of ELLs differ from those of native English speakers. Thus, assessment tools for incoming students at community colleges may identify some ELLs as having needs in some academic literacies that are considered crucial to college success. These students, if they do not indicate their status as second language learners, may be placed in basic English writing programs in preparation for first-year composition. On the other hand, students who identify as second language learners may have the option of enrolling in an academic ESL program in order to gain strength in the necessary academic literacy domains.

The word “community” in the term “community college” denotes a close

relationship between the educational institution and the demographics and geographical location – the community – in which the institution resides; thus, each community college should create a missions statement reflective of the needs for this niche of education in their community. Dougherty and Townsend (2006) explain that the missions of a given community college is evident in three areas: its stated missions (statements publicized to the community and in the institutional documents); program offerings (what types of

programs the community college offers); and the effects of the community college in relation to its geographic and demographic domains. Dougherty and Townsend go on to explain that the missions of community colleges are not static; rather, they change in relation to the changes in the community’s needs.

I chose Gridley Community College as a basis for my research due to its proximity and my position as an employee in its ESL department. It is located in the Midwest, near the geographical center of a state with a growing population of ELLs. The community college district serves 230,000 residents and enrolls more than 5000 credit students per year, according to its website. Another large contingent of students comprise the non-credit enrollment. Fiscal Year 2010 realized over 10,000 district residents served by non-credit course opportunities, including community education services.

The main college site is located on the outskirts of the largest community in the district; satellite locations exist throughout the district but are not used for ESL purposes. The geographical location of Gridley Community College within the district is central, and the specific location allows for land and building expansion as enrollment and programs require. Throughout my time of research, and even for years before, new buildings were under construction.

The mission of Gridley Community College states, “[Gridley Community College] inspires lives through accessible and personalized student support, exemplary innovation, and high expectations for success in teaching and learning” (community college website). As Dougherty and Townsend (2006) attest, however, community college missions are also expressed in program development, are reflective of the needs of their respective community, and change as the needs of the community fluctuate. Thus,

in response to a growing number of second language leaners seeking post-high school education and English instruction in this particular community, Gridley Community College has implemented and then expanded an ESL program.