Creating Our Own Pathways
- 1. Creating Our Own Pathways: Institutional Alternatives to Corporate Partnership Models Carter Winkle, Barry University (Facilitator) Randy Hardwick, DePaul University Jacqueline McCafferty, Rowan University Scott Stevens, University of Delaware Tobie Hoffman, Drexel University Nicole Sealey, George Mason University Program Administration IS Colloquium TESOL 2013 – Dallas, TX March 23, 2013 – 3:00pm – 4:45pm
- 2. Intro to Colloquium: Carter Winkle • Introduction of the Panel and Session Organization • Introduction of the Colloquium Topic in relation to my research • TESOL 2009 – Sheila Mullooly’s presentation • Exploratory Inquiry (Winkle, 2010) • Dissertation Thesis (Winkle, 2011) • A narrative inquiry into corporate unknowns: Faculty experiences concerning privatized-partnership matriculation pathway programs • Forthcoming Book (Winkle, 2013) • University Partnerships with the Corporate Sector: Faculty Experiences with For-Profit Matriculation Pathway Programs (Publisher: Brill) Introduction: Carter Winkle
- 3. Research Questions (Winkle, 2011) • How do English-language and academic-content faculty describe the impact of their institution’s privatized-partnership? • How do faculty… • …describe institutional status as being impacted by the privatized-partnership? • …experience implementation of the privatized- partnership? • …describe curricular and pedagogical autonomy as being impacted by the privatized-partnership? • …describe their beliefs concerning impact to students and host institutions as a result of the privatized-partnership? Introduction: Carter Winkle
- 4. Précis of Findings (Winkle, 2011) 1. Continued feelings of marginalization by ELT Professionals 2. Curricular and pedagogical autonomy largely retained • “Too much” autonomy in credit-bearing academic courses: inequivalency to mainstream counterparts: regional accreditation of academic programs and institutions at risk 3. Disciplinary faculty teaching academic content lack support in meeting students’ cultural and linguistic needs • Perceived lower status of ELT professionals inhibiting this skilled resource from being utilized for this purpose 4. Corporate-partner recruited students admitted to pathway programs are not prepared for credit-bearing academic work 5. Repeated refrain: ”universities could have created matriculation pathway programs themselves,” without having to engage an outside corporate partner… …which brings us to this PAIS Colloquium session Introduction: Carter Winkle
- 5. Creating Our Own Pathways: Institutional Alternatives to Corporate Partnership Models Carter Winkle, Barry University (Facilitator) Randy Hardwick, DePaul University Jacqueline McCafferty, Rowan University Scott Stevens, University of Delaware Tobie Hoffman, Drexel University Nicole Sealey, George Mason University Program Administration IS Colloquium TESOL 2013 – Dallas, TX March 23, 2013 – 3:00pm – 4:45pm
- 6. Two Types of Pathways: ELA Certificate • University Bridge Certificate • Proof of ELP for undergraduate and graduate programs that require iBT 80 or ITP 500 • Academic English curriculum, not normed to TOEFL or standardized test • Authentic university student experience focus ELA Continuing Support • Several Pathways in Development • Conditional admission based upon completion of part of ELA certificate program • Continuing one-course, non-credit ELA support through first year • Required Summer Term ELA enrollment if needed DePaul University: Randy Hardwick DePaul University: Randy Hardwick
- 7. Contained Elective Model • ELA collaboration with Kellstadt Graduate School of Business to create Accounting 798 “Special Topics” • International students directed to enroll in “University Experience: Language and Business Culture” • Pilot project led to establishment of full-time language and culture position within Kellstadt Graduate School of Business • A similar approach under consideration for Chinese undergraduate cohort DePaul University: Randy Hardwick
- 8. A History of Collaboration • Newly Created Writing, Rhetoric & Discourse Department leads collaboration to develop Graduate Certificate in TESOL (2008). College of Education, Modern Languages Department and ELA involved in collaboration. • First-Year Writing “x” sections are created. Center for Multilingual Writing Research begun. Some faculty teaching in both degree and non-degree programs (2009 / 2010) • ELA faculty teaching some graduate courses in TESOL Certificate (pedagogical grammar, TESOL methods, second language acquisition). • New WRD faculty hires with special focus on second language issues. Close collaboration with ELA faculty to support students. • Working together now to design institutional pathway. DePaul University: Randy Hardwick
- 9. Some Ideas Under Consideration • Creation of an “AP-Style” approach to granting elective credit for U.B. Certificate, possibly via portfolio assessment • Concurrently taught capstone ELA Writing course aligned with first-year “x” section curriculum. Essentially, credit for the final writing course in the ELA sequence via separate course #. • Realignment of C.U.P. modules* within ELA sequence to facilitate undergraduate pathway. Requires close cross-faculty collaboration. *ELA electives that are the basis of approved Certificate of University Preparedness. This certificate, though approved, has not been issued. One of its modules was the starting point for the Accounting 798 collaboration. DePaul University: Randy Hardwick
- 10. Milestones Along the Way • 2010-12: International Student Support Program study to identify ways ELA expertise could be brought to bear in service to the wider range of international students at DePaul • Creation of Internet-based pronunciation workshop • Engaging International Students in University Classrooms presented at DePaul faculty conferences and TESOL conventions • Approval of Certificate of University Preparedness as proof of English Language Proficiency for undergraduates • Design & ultimate spinoff of language and culture electives for Kellstadt Graduate School of Business • Additional full-time teaching positions and a full-time associate director for curriculum • Formation of a working group in partnership with other departments to explore further undergraduate pathway opportunities DePaul University: Randy Hardwick
- 11. Pathway Development Lessons Learned Along the Way • One size does not fit all – maintain flexibility by working with things that are under your control. • Navigate institutional “silos” – identify key programs’ needs and understand their admission processes. • Raise awareness of the language academy – stress faculty qualifications and availability as resource to colleagues. • Educate other departments about current international education practices – stress quality of student experience. • Gather data about your current students – statistics impress; but remember to put a face on them when possible. • Get buy-in from ELA faculty to support accountability needed to support successful pathways. DePaul University: Randy Hardwick
- 12. External Partners • Developing other pathway partners can protect diversity within the IEP. • Lets language students who are not conditionally admitted know that schools are interested in them – strengthens motivation. • Look for partner schools who are a good fit for your institution. DePaul ELA partners: • University of Illinois at Springfield • Augustana College • Robert Morris University • Columbia College DePaul University: Randy Hardwick
- 13. Rowan University: Jackie McCafferty 1. Unique history of the IELP at Rowan University • Founded in 1969 to serve bourgeoning immigrant population of Camden, NJ • Rooted in history of social justice and college access programs of the 1960s (i.e. EOF) • Housed at Camden campus • International student population –5-10% of IELP student population • Multiple community outreach programs Rowan University: Jackie McCafferty
- 14. Rowan University: Jackie McCafferty Mandate from Provost (2008) ELC Solicitation Confusion about role of IELP (2008) Senior admin support for university- based IELP (2009) Finding allies Provost Associate Provost, SEM (new) Director, Int’l Center (new) (2011-2012) 2. Expanding International Student Population at Rowan University Rowan University: Jackie McCafferty
- 15. Two waysto enter the university IELP Pathway • IELP I-20 • 5-level Program • Non-credit • 25 hours/week • 15 week semesters • Students who successfully complete do not need TOEFL/IELTS for university admission • Admission into university • University I-20 • 2 levels • Credit-bearing (9 credits) • 15 hours in a.m. • General ed classes in p.m. • Must successfully complete in order to continue at university
- 16. Rowan University: Jackie McCafferty 3. Challenges (on-going) • University-wide acceptance • Acceptance within the IELP • Demographic changes • Geographic issues (between campuses) • Programmatic changes 4. Where are we now? Where are we going? • International Student Population - 33% of IELP • Pathway Program • International Partnerships • Short-term English language programming • Recruitment – marketing, agents, word-of-mouth • UCIEP Membership / CEA Accreditation • Maintaining historical mission Rowan University: Jackie McCafferty
- 17. Rowan University: Jackie McCafferty 5. Advice • Senior admin buy-in is key • Find allies across the university in key places – one-on- one discussions vs. department/college level meetings • Find a home in an academic department (if possible) • Know where colleagues stand on issue of internationalization • IELP/Pathway – be sure to have clear exit criteria • Align IELP goal with university goal • Be a presence - facilitate workshops, participate in committees • Small steps toward large goal IELP at Rowan University at Camden Rowan University: Jackie McCafferty
- 18. University of Delaware: Scott Stevens • Arrival of new president • Pathway to Prominence • “In our independent world, the University of Delaware must prepare students to be contributing citizens of the world, and serve as a ‘citizen university’ in a global society.” University of Delaware: Scott Stevens Impetus to Program
- 19. Beginning from a Position of Strength • ELI well-positioned and well-respected 1. Ran UD’s ITA program for 25 years 2. Administered graduate TESL Program 3. Was a large and growing program with healthy balance sheets • Restructuring of colleges made ELI a great catch for CAS and vice versa, leading to greater mission alignment University of Delaware: Scott Stevens
- 20. Program Model for CAP • Applied to all undergraduate programs • About 18 graduate programs • Admissions based on academic records—no IBT • Students meet language requirement through ELI University of Delaware: Scott Stevens
- 21. CAP CALP Requirements through ELI • Must complete Level VI EAP 1. Grades of B in Listening and Speaking 2. Grades of B in Reading, Writing, Grammar 3. 6.5 (out of 7) in double blind rating of essay 4. Effort grade of 1 or 2 University of Delaware: Scott Stevens
- 22. CAP Engagement Requirements 1. Must live either with homestay family or in Global Community 2. Must participate in Cohort program with engagement scores of 6 University of Delaware: Scott Stevens
- 23. Credit and Bridge Options • Can matriculate directly after ELI EAPVI with 3 credits in lieu of Freshman Comp. • Can participate in Bridge Program 1. Must have met requirement in either EAPVI LS or EAPVI RW 2. Can take 1 math course 3. Can choose from among three electives 4. Mentor attends elective with student 5. Mentor leads recitation class 2x/week University of Delaware: Scott Stevens
- 24. Recruitment • One visit to China during the “Wild East” • Carefully vetting and signing trusted agent • Challenge in attaining diversity University of Delaware: Scott Stevens
- 25. Early Challenges • Too much of a good thing: 2008 flood • Ramping up infrastructure • Coordinating Services and Support: GRR (Global Recruitment and Retention) • When your IEP triples in size: 1. Faculty (hiring, mentoring, supporting) 2. Space 3. Administrative Staffing 4. Policies and Procedures University of Delaware: Scott Stevens
- 26. Drexel University: Tobie Hoffman • Philadelphia, PA • Private Urban University • 20,000 Undergraduate and 10,000 Graduate Students • 15% International Students • Housed in the College of Arts and Sciences • IEP – 150 Students Drexel University : Tobie Hoffman
- 27. Drexel International Gateway • Foundation year of academic and English language study • Minimum of three terms required for successful completion • Up to 17 hours of university credit • 1st year 40 students in program, 32 matriculated • 2nd year 95 students in program, 65 matriculated • 3rd year 75 students in program Drexel University : Tobie Hoffman
- 28. Tip One: Involve Your Campus Resources Drexel University : Tobie Hoffman ADMISSIONS Academic eligibility and testing requirements STUDENT LIFE Arranging off campus and on campus housing, extra-curricular ACADEMICS Support of Dean and Faculty, creating Academic courses, relationships with faculty OPERATIONS Applications, communications, registration systems
- 29. Tip Two: Understand Admission Criteria AY 2010- 2011 • TOEFL score 45/ 79 • IELTS score 4.5/6.5 • GPA must meet minimum for Drexel majors • AACRAO transcript evaluation training AY 2012 • TOEFL 53/79 • IELTS 5.5 (all subscores must be 5.0) / 6.5 • GPA must meet minimum for Drexel majors • Drexel transcript evaluation training
- 30. Tip Three: American Cultural Connections™. AY 2011 • Voluntary activities • Visits by Drexel advisors in spring and summer AY 2012 • Mandatory programs • Community Bridge • Visits by Drexel staff in winter and spring
- 31. Tip Four: Curriculum Will Evolve 2011-12 2012-13 FALL Fulltime English Test Preparation (choice of IELTS or TOEFL) tutoring Fulltime English Test Preparation (choice of IELTS or TOEFL) tutoring WINTER Fulltime English preparation Math ( by major) Fulltime English Test preparation Math based on placement exam) SPRING Chemistry, Math Chemistry writing support Test preparation or Skills for College Success Chemistry, Math Chemistry writing support Skills for College Success SUMMER 7 Drexel credits Content Support Skills for College Success 7 Drexel credits Content Support ELC class
- 32. Tip Five: Staffing Growth AY 2010-2011 • Coordinator • Part time advisor • Other administrators time for application processing • Specialized instruction for testing and content support AY 2012 • Coordinator • Fulltime advisor • Front office staff dedicated to application processing • Experienced instructors for testing and content support • Student assistant • Community Bridge coordinator
- 33. George Mason University Nicole Sealey University • Public institution located in Fairfax, VA (Founded in 1972) • Enrollments upwards of 33,000 • International enrollment averaging 6% • Washington, DC Metro area • Students enrolled from over 136 nations • 10+ offices actively engaged in internationalization-related efforts ELI • 30 years old • CEA Accredited • ~200 students being taught at 8 levels • 16 faculty plus administrators • Operates as an auxiliary enterprise • Housed in the division of University Life (student affairs) George Mason University: Nicole Sealey
- 34. George Mason University NicoleSealey Options Explored • External: Outsourcing • Internal: Utilizing internal resources • Internal – New: Creation of New Structure Selected Approach • Internal – New • Logic: • Retain high level of control and work with our students directly • Utilize plentiful existing resources without overtaxing them George Mason University: Nicole Sealey
- 35. George Mason University Nicole Sealey ACCESS Program • International Freshmen • Alternative Admission Requirements • Meets academic qualifications • Lower English Proficiency threshold (~68 TOEFL, 5.5 IELTS) • Provisional admission to degree status • Goal: One year comprehensive first-year experience • Multi-pronged research informed approach • First-year Experience • International Programs & Outreach • Academic Advising for “At-risk students” • Multicultural Education • Sheltered & Adjunct Model Utilized George Mason University: Nicole Sealey
- 36. George Mason University Nicole Sealey BRIDGE Program • International Graduate Students • Alternative Admission Requirements • Meet academic qualifications • Lower English Proficiency threshold (~80 TOEFL, 6.0 IELTS) OR 3-year BS degree • Provisional admission to degree status • Goal: Introduction to Graduate Study and Professionalization • Multi-pronged research informed approach • International Programs & Outreach • Writing in the Disciplines/Writing Across the Curriculum • English for Academic Purposes • Institutional Credit-bearing course model George Mason University: Nicole Sealey
- 37. George Mason University Nicole Sealey Infrastructure • Established “Center for International Student Access” in Fall 2010; located in Office of Provost • Connected to Institutional Infrastructure • Resource Sharing (ELI Partnership) • “Initiative-based” budget model • Set aside • Some of net revenues were reallocated to support specific internationalization efforts • Self-sustaining George Mason University: Nicole Sealey
- 38. George Mason University Nicole Sealey • Program Needs • Achieving appropriate balance of human resources • Securing needed space/housing requirements • Obtaining uninhibited access to qualified faculty resources • Fully developed enrollment funnel model for recruitment, retention, and graduation through program assessment & environmental analyses • Institutional Prioritization • Consensus Building • Internal buy-in/marketing • Partnering with ELI • Personnel Qualified faculty Qualified staff George Mason University: Nicole Sealey
- 39. George Mason University Nicole Sealey Enrollment – Exceeding Expectations 0 10 20 30 40 50 60 70 80 90 100 2010 Cohort 2011 Cohort 2012 Cohort Fall Spring Sophomore Response & Results • Positive Stakeholder feedback Students Faculty Staff • Increasing institutional support • Scholarship George Mason University: Nicole Sealey
- 40. George Mason University Nicole Sealey Advice • If your ELI is outside the university (e.g., “auxiliary”) decide what it means for the ELI to partner in such an endeavor • Learn to “speak the language” of administrators and university faculty • Incorporate resources/expertise from around the university • Tell your story – clearly and fully • Faculty and Curriculum Development – specialized understanding and informed by expertise • Implications for “Big Picture” thinking about the place of language in institutional goals • Opportunities for Social Justice in HE abound! George Mason University: Nicole Sealey
- 41. Questions and Answers Q & A: The Panel Carter Winkle, Barry University (Facilitator) Randy Hardwick, DePaul University Jacqueline McCafferty, Rowan University Scott Stevens, University of Delaware Tobie Hoffman, Drexel University Nicole Sealey, George Mason University
Editor's Notes
- #2: TESOL’s Definition of a Colloquium: Colloquium (1 hour, 45 minutes): A forum for a group of scholars to formally present and discuss current TESOL issues. Presenters exchange papers in advance and formally respond to each other’s positions. The colloquium organizer is responsible for securing participants who represent various viewpoints in the field before submitting a proposal. A colloquium may not have more than seven panelists, including the leader. With 105 minutes total, I am proposing that, as facilitator, I open the colloquium with a brief introduction to the topic: say, 5-8 minutes. Each of the five of you would then have 12-15 minutes to present the ‘whys’ and ‘hows’ of your institutions’ home-grown pathway and/or bridge program alternatives to those of the corporate education service providers. This would allow for 20 minutes +/- of Q&A which I can help facilitate.
- #6: TESOL’s Definition of a Colloquium: Colloquium (1 hour, 45 minutes): A forum for a group of scholars to formally present and discuss current TESOL issues. Presenters exchange papers in advance and formally respond to each other’s positions. The colloquium organizer is responsible for securing participants who represent various viewpoints in the field before submitting a proposal. A colloquium may not have more than seven panelists, including the leader. With 105 minutes total, I am proposing that, as facilitator, I open the colloquium with a brief introduction to the topic: say, 5-8 minutes. Each of the five of you would then have 12-15 minutes to present the ‘whys’ and ‘hows’ of your institutions’ home-grown pathway and/or bridge program alternatives to those of the corporate education service providers. This would allow for 20 minutes +/- of Q&A which I can help facilitate.
- #32: Fall- Winter Spring Chemistry, Math + Chemistry writing support + Skills for College Success Summer 7 Drexel credits + Content Support + ELC Special topic of choice
- #34: Dan
- #35: Dan
- #36: Brief Description: 1st Year Experience with Language Support Partnership between university Provost Office and it’s ELI University & ELI faculty Uses sheltered and adjunct-model courses Uses ACCUPLACER for internal testing and placement Student’s Earn: 28 Credits Pathway: Students matriculate as sophomores the following year
- #37: Brief Description: 1st Year Experience with Language Support Partnership between university Provost Office and it’s ELI University & ELI faculty Uses sheltered and adjunct-model courses Uses ACCUPLACER for internal testing and placement Student’s Earn: 28 Credits Pathway: Students matriculate as sophomores the following year
- #38: Established “Center for International Student Access” in Fall 2010; located in Office of Provost Connected to Institutional Infrastructure: English Language Institute Enrollment Management-affiliated Offices (e.g., Admissions, Registrar) Academic units University Life (e.g., Student Involvement, Immigration Services) Special Programs (e.g., Honors College, MSU) Resource Sharing “Initiative-based” budget model Set aside Some of net revenues were reallocated to support specific internationalization efforts Self-sustaining Out of state tuition rates + flat‐rate premium costs Short seminars set up as 0 credit courses, costing between $60‐250 each
- #39: Joint
- #41: Joint