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Faculty freedom and curriculum design in intensive English programs

How much freedom do intensive English program (IEP) teachers have to design their courses, choose their materials, and teach to their interests? How much should they? These questions become ever more compelling as accreditation standards push programs to be accountable for their outcomes.

Teachers in proprietary (non-university-governed) IEPs have long been used to teaching within a structured framework, using prescribed textbooks and curricula that map out what is to be covered by the week or even by the day. This has been necessary because, adopting a customer-centric and profit-maximizing approach, they allow students frequent – weekly or monthly – entry and exit points. Students staying for a short program jump in and then out of existing classes with longer-term students. Those long-term students need to be able to move through a defined program of work and progress to the next, and then the next, level. This means that all teachers need to be on the specified part of the curriculum – in some cases on the specified page of the textbook – at all times.

Many university IEPs have inherited the university tradition of faculty autonomy, giving faculty the freedom to write their own syllabi, choose their own materials, and generally teach to their own interests. Under the influence of CEA accreditation standards, faculty are losing some of this autonomy, as student achievement standards require them to teach to a program-wide set of learning objectives. Student promotion to the next level must be based on student achievement of objectives, so faculty have to conform to standard assessment, evaluation, and grading practices. In order to ensure all students are getting the same course, university programs are increasingly prescribing textbooks. As a result, university IEP curricula and faculty work are looking more like those of proprietary programs.

This trend has caused much tension between faculty and administration at IEPs where faculty have fought to retain autonomy in their teaching. Some faculty claim that students are losing out because, being close to the students, they know what is best for them. Administrators charged with implementing accreditation standards argue in turn that students gain when there is a program-wide system that smooths out the differences between faculty styles and preferences.

In proprietary programs, curriculum can be imposed by administrative fiat. This is harder in university programs. Those that have adapted best are the ones where administrators and faculty have a trusting relationship and can jointly respond to the new requirements in a collaborative way that reconciles the divergent demands of individual autonomy and program standardization. Some programs continue to struggle.

 

 

 

Keeping your Intensive English Program Relevant on Campus


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These are trying times for many on-campus intensive English programs. Enrollment and revenue are down, and there is increased pressure from senior administration for many IEPs to demonstrate their continuing relevance and usefulness to the wider institution.

At the same time, many universities have enrolled international students who can benefit from language, cultural, and social support. IEPs have faculty and staff who are highly qualified to provide programming in these areas (and who may currently have less work to do), yet because IEPs are typically viewed as profit centers rather than service units, they are not called on to offer such support. This is short-sighted, as increased support for degree-seeking international students will improve their retention and completion rates – which is good for the students, ┬áthe university’s bottom line, and the institution’s reputation.

IEP directors can sell this idea to university administrators. Here are some activities the IEP can offer to improve the international student experience on campus:

Workshops for faculty: Offer strategies to encourage international students to participate in class discussions, or give advice on assessing written work of students using English as a second language.

Resource webpage for English language support:  Like this one at Hunter College. Include online dictionaries, grammar resources, and writing advice for international students across campus.

Tutoring: Many universities have a writing center, but few have a place specifically to help with second language issues. The IEP can provide this.

English language workshops: Students who have gained a high score on the TOEFL or IELTS may still be lacking essential English skills. Offer workshops in pronunciation, pragmatics, or giving presentations.

Career preparation workshops: Many international students may seek on-campus employment, co-op or internship positions, or CPT/OPT opportunities. Help them write an effective application and interview effectively.

Pre-arrival language preparation: Develop a short online course to give incoming international students confidence with English. Prepare them for the various situations they will encounter and provide strategies to continue working on their English once they arrive.

These ideas will likely require building relationships with other offices on campus, and IEP directors may run into territory issues. Getting buy-in from a senior administrator who can support these efforts may be essential. This person may also be needed in making the case that the costs incurred in these activities will be more than recouped in international student performance, retention, and completion.

On-campus IEPs are home to enormous expertise on international student success. It’s time to put that expertise to work across the campus.