Columbia College English as a Second Language Program(CCESLP)

ESL101-1 Grammar for Beginners I

This course is designed to give learners basic phrases for exchanging information with other speakers of English. Thus, they begin by getting acquainted with each other. Students will learn basic forms of grammar including simple present and progressive tenses, parts of speech, prepositions, and question formation. Students will practice these structures through communicative and functional activities. Functional grammar through interactive speaking practice is the basis for this class. Prerequisite: None

ESL101-2 Speaking for Beginners I

This course targets students who can barely communicate in English. The primary goal is to assist students in developing the ability to communicate with other English speakers around their neighborhood and community. This will enhance student confidence and enable them to relax and enjoy new experiences in America. The real-life subject matter provides practical information about American life and customs. Prerequisite: None.

ESL101-3 Reading for Beginners I

The primary goal of the low beginning level is to encourage beginner learners to enjoy true short stories and increase their reading skills. The purpose of this first reading course is to enable students to understand the entire story rather than just reading word by word. This practice will build up their vocabulary and ability to comprehend main ideas. In the end students will discover the joy of reading. Prerequisite: None.

ESL101-4 Listening for Beginners I

This course is designed to help the listening skills of beginner students. They will listen to conversational phrases and vocabulary for common scenarios and situations. Pair work and pronunciation practice as well as group methods are facilitated. Through this course, students will gain confidence in understanding spoken English in situations they are likely to encounter in their daily life. Prerequisite: None.

Academic Governance Policy

Effective academic governance is the hallmark of a mature educational institution. Therefore, all participants have the duty to strive to make academic governance:

1. A cooperative process that demands a joint effort between the Vice President/Academic Dean and the faculty of Columbia College with appropriate participation by students, alumni, and staff; (4)
2. An open process that is characterized by a courteous, free-flowing exchange of information and opinions between all interested parties;
3. A respectful process that gives increased weight to the opinions of participants who are accountable for the matters under consideration;
4. A comprehensive process that assumes that any issue may be relevant to the academic enterprise;
5. A bilateral process that produces policies that apply to Columbia College as a whole, and policies that apply only to one college or non-collegiate academic unit; and
6. A responsible process that is subordinate to governmental authority, the final institutional authority of the Board and the delegated authority of the President. The level of participation by the faculty in the academic governance process varies. It includes but is not limited to;

1. Participation in the development of the educational program of the institution
2. Participation in the selection of course materials
3. Participation in the selection of instructional equipment and other educational resources
4. Systematic evaluation and revision of the Institutional curriculum
5. Assessment of student learning-outcomes
6. Assist with the planning for Institutional effectiveness
7. Consultation -A body of faculty members who discuss with and inform the administrator with authority and responsibility for the decision. Such a committee is not a deliberative body; there is no vote. Rather the members express their views to inform an administrator's decision.
8. Advice or Recommendation - A deliberative body of faculty members who recommend policies or actions to an administrator who is authorized to make decisions. There is a vote. The administrator is not bound by the recommendation and accepts responsibility for the decision.
9. Shared Responsibility - A deliberative body of faculty members who make recommendations concerning policies or actions to an administrator who is authorized to make decisions. There is a vote. If the administrative and the deliberative body cannot agree and a decision is needed, the recommendation of the administrator and the deliberative body will be submitted in writing to the next higher administrative level for resolution.
10. Delegated Authority - A deliberative body of faculty is authorized to make decisions on specific matters. There is a vote. Such decisions are subject to administrative review, but will be altered only in rare circumstances.

Release of Student Records

The Family Educational Rights and Privacy Act (FERPA) offers students certain rights regarding their educational records such as:

1. The right to inspect and review their education records. The student may request to review his/her records by submitting a written request to the college business office.
2. The right to correct the records that the student believes to be inaccurate or misleading. Requests for amendment of records must be made in writing and should describe the specific portions or specific record(s) the student wishes to have amended, text or instructions of the desired change, and reasons why the change is justified.
3. The right to consent to the disclosure of personal identification information contained in the student's educational records, except for when consent is not required by FERPA. FERPA does not require a student's consent when disclosure is to other school officials with legitimate educational interests. A school official is a person employed by the school in an administrative, academic, research, supervisory, or support staff position; a person or company with whom the college has contracted or appointed as its agent; or a student serving on an official committee or assisting another school official in performing the official's tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his/her professional responsibilities. FERPA also allows schools to disclose a student's directory information without consent, but the student can request that his/her directory information not be released. If the student wishes to make such a request, he/she must do so in writing.

Retention of School Records

All employees are responsible and accountable for the records in their possession and those records for which they have control. All local and federal laws will be followed by every Columbia College employee during the creation, retention, and disposition of school records. Columbia College management is responsible and accountable for managing and implementing the legal requirements for record-keeping in the school facilities. All records created or received in the ordinary course of administrative and academic activities are the property of Columbia College, and are subject to this guideline. This pertains to all forms and all media including:

- Handwritten, typed, or printed documents on paper Electronic documents (e.g., e-mails, Web sites, CDs, USBs)
- Video
- Audio
- Graphic representations
- Network servers and document management systems

Record Retention Schedule

There are two types of records -"General Records" and "Special Records." The retention schedule provides guidance for categorizing and describing all records and assigning a retention period for each.

1. General Records: General school operation records may be kept for a period not to exceed five years (max. 5 years) after the record creation date. All Columbia College records are in this category unless identified as a Special Record.
2. Special Records: Special Records have a business, tax, or legal requirement, and academic records. These records are in the Special Records Retention Regulation and maintained for an indefinite time period.