2017 Four-Year Institution Survey

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  • A full-time staff position seems to be in the offing.
  • We are contracting with Navitas to recruit and support International students.
  • We are planning these changes in the next four years: -adding additional sections of our Stretch courses for ELLs. -cohorting students from a conditionally admitted learning community into these sections. -revising placement procedures so international students who do not have ACT/SAT scores are not automatically funneled into Stretch courses.
  • We are piloting use of embedded peer tutors now. We also are currently working on changes to placement, and expect to revising the curriculum. We hope to provide more course release for the First Year Writing Coordinator, who also oversees Basic Writing. We are starting a new campus site, and so hope to expand Writing Center services there. We are getting more international ELL students (now around 10 per semester--in 2013 about 6 per year) and so will work on identifying what supports may be needed and getting those into place.
  • We are just starting to figure out ways to offer more support so we hope it can be more systematized in the near future
  • We are in the process of implementing ESOL tutoring through Student Support Services. We are also planning to enroll a larger cohort of international ELL students and to reopen a section of ENGL 101A, using the studio model with a writing instructor with ELL qualifications. We are currently talking with our data management people and enrollment services to be able to identify ELL students, especially transfer students who have completed writing elsewhere, and design services for them.
  • We are hopeful that a proposal for an ELL specialist in the Writing Center will be approved within the next 4 years.
  • We are growing a pathway program which will change the number of courses for international ELL students and how we support them.
  • We are exploring the possibility of a summer bridge program for newly admitted international students whose TOEFL score is just below our cut-off point. This six-week course, called International Leadership Academy, would carry academic credit, and be co-taught by our ELL Specialist and a faculty member from the Business Department who specializes in leadership. Writing center tutors would also be attached to this course, preferably those who are themselves international students.
  • We are exploring the mission of the ELL unit on campus and considering which unit would best house it. We are also re-examining the curriculum.
  • They are in the process of developing more workshops for students. I can also see with the increase of ELL students there being growth in the support provided.
  • We have a very small ELL and international student population, but we're hoping to grow. Currently support for international students happens in an office just for IS, with mainstreaming and tutoring support inside the writing program. Hopefully we'll hire a specialist as our Center for Academic Achievement grows. We've tried in the past, but our area is rural, the jobs are staff positions (FT) and don't pay enough to attract beyond the region.
  • There's been an administrative request to develop graduate level writing supports for international students.
  • There is some talk about hiring a lecturer who is a specialist in ELL writing to teach sections of the first-year-level writing course that would be reserved for students working in English as a second language.
  • There is not a vision or will for doing so.
  • There is a new director of first-year writing
  • The Writing Center and the English Language Center are partnering to pilot a Writing Fellows program for the targeted courses for international students.
  • The new director of the intensive English program (designed primarily for, but not exclusive to, international ELL students) will undoubtedly make changes to that program, though I can't say what those changes will be. He has already presented at a Writing Program meeting and held a Q&A with writing faculty, as that program is entirely separate from the Writing Program.
  • The director of FYS will be retiring; speaking as folks with writing studies backgrounds, the two of us are pushing to have the MLL position replaced and to rethink elements of the FYS program.
  • The composition program is in the process of developing a "best practices" manual which will include identifying needs and resources for diverse students.
  • The college is experiencing significant changes in demographics and the numbers of students needing basic support has steadily increased as the number of faculty providing this support decreased. The courses are now to be taught by English Faculty with other specialties. More universal training is likely to take place so that some of the issues can be addressed directly in FY courses.
  • We continue to collaborate with other offices on campus, including International Student Services, departments, etc. to provide support for students as well as faculty development. In addition, we are considering changes to the placement system. Finally, if our FYS program changes, this could affect our support classes for ELLs.
  • We have dedicated World Englishes courses, but it's hard to find and ID students who would want to take them through DSP. We also are in the process of training ALL FYW faculty to work with multilingual writers.
  • Second language versions of at least one 200-level writing course may be created. The university's writing center is preparing to open a dedicated ELL section for consultations on language issues.
  • We will have no choice but to add support for ELL students and to reconsider our basic writing curriculum and support. What that will look like, I cannot tell.
  • Yes, we are planning a substantive addition to our core textbook specifically to address the needs of ELL students.
  • Yes simply because there will be more intl students targeted by admissions due to drop in demographics
  • Writing is moving into a new department with Communication and Graphic Arts. I really don't know much about the ELL instruction on our campus--it is not under us and we never hear/see anything about it.
  • Writing Center Director taking TESOL certificate courses to prepare to develop more formalized support structure for ELL students.
  • With new WPA (me) we are establishing better support for (and assessment of) our diversely prepared students. We are creating a full-time NTT Writing Center position to become our diverse learner specialist. We will provide professional development / support for this individual. We are also expanding our WC repertoire to better address diverse populations. [The institution] has few international and domestic second language users; however, prior to my arrival they have done an adequate job of supporting these students. My goal is to simply reinforce and better articulate what we're already doing-- and to expand/improve.
  • What is likely to happen is more campus-wide faculty development for supporting diversely prepared writers. We currently have some cohort programs (Posse and a local version) that might serve as models for working with diversely prepared students.
  • We're in the process of designing a program that will enable ELL and EFL students to take writing courses at a local community college as a requisite to enrollment in our 4-year BFA, when need is identified. Additional support programs will also be accessible to these students during their 4-year BFA at the same college.
  • We're hoping to add additional professional Writing Center support.
  • We're expanding the TESOL-trained ELL faculty who teach the basic writing and ELL-designated sections.
  • We will be reviewing our FYW curriculum.
  • We have no support so it's not working - our new FYC Director will work to change that.
  • We regularly assess our courses and support services; this often leads us to add to or alter them.
  • We recently received a grant to support our progress toward HSI certification, which includes efforts to provide specialized support for our Hispanic students. Many of them could be identified as domestic ELL, and there has been some discussion of hiring an ELL specialist to provide professional tutoring support for students as well as faculty development. Our Convocation keynote speaker was such a specialist.
  • We plan to inform/train instructors in all FYW in how to work with multilingual students. A large proportion of our students are American, fluent-in-English, multilingual. We are just now learning about the extent of this and planning to focus faculty development around it.
  • We only have one ESL specialist who course directs and teaches English for Academic Purposes to international cadets. This specialist also provides tutoring and advising. A new position has been created to hire a full-time ESL specialist for the Writing Center.
  • We may add a graduate writing center with support for ELLs.
  • We hope to see additional courses offered by the Center for American Language and Culture, to allow students to continue to practice beyond first year writing.
  • We hope to hire someone with ESL training. That is something that we look for in job candidates. But it will probably have to be a secondary interest within another primary search.
  • We hope to bring in more international ELL and possibly domestic ELL students and increase support services for them. Possibly add summer bridge program.
  • We have not been successful in getting our administration to agree to a diagnostic measure of academic literacy for multilingual/international students when they begin their studies. This hinders our ability to identify and support the needs of these students. We continue to argue for such a measure so that we can better serve these students.
  • Staff-led ESL program may be joining Writing Program.
  • Our registrar's office is in the process of switching to a management system that will better enable us to identify ELLs. Once that happens, we can develop more responsive programming.
  • A projected increase in international students for professional and graduate programs has led to the request from the Graduate Education Office to hold the ELL support course more often. The course will now be offered regularly, even if it initially has low enrollment (directed self-placement), in order to institutionalize it.
  • Consolidation with two other campuses will impact how this population is supported.
  • Hard to say; we're in the middle of a curriculum review.
  • Given the shifting demographics of our students, faculty development (or, really, educator development more broadly) is being considered and designed to help the students who are enrolling.
  • ELL support is not centralized, and identification/placement of domestic ELL's only happens in the OP program. I anticipate ELL support will be linked more strongly to a single office and centralized.
  • DLLs and ELLs will be offered identified sections of FYW as well as workshops through the Office of International Affairs.
  • Developing a writing center with targeted support for ELL's
  • Curriculum is always changing.
  • Currently conducting two studies: (1) faculty survey on the presence and needs of multilingual students, and (2) institutional ethnography of faculty across the disciplines on their beliefs and values of writing.
  • Current courses and Writing Center support is seen as sufficient.
  • As the International Studies Office expands and looks to bring additional students to campus, the faculty have requested that infrastructure is increased in ways to assist and support international students.
  • I (the Coordinator of Multilingual Learning) am working to foster a campus-wide model of language support that relies upon collaboration between / among individual L2 students, the faculty members who work with them, and the language specialist (Coordinator of Multilingual Learning.) In this model, faculty members will provide input on those aspects of students' language-use or use of rhetoric that interfere most with students' ability to express themselves appropriately and clearly in writing. Using the faculty members' input, the Coordinator of Multilingual Learning will work with the faculty member(s) and the student to create effective, achievable language-use goals. The Coordinator of Multilingual Learning will likewise work with the student, if needed, to achieve the relevant goals. This model represents a shift from our current model, in which the Coordinator of Multilingual Learning or Writing Center Consultants are frequently asked to work with L2 students on language-use issues without being informed either of the context in which the student wrote the paper or of the faculty member's primary concerns about the student's use of language or rhetoric.
  • As our Writing Center develops, we will be offering support for more diverse learners.
  • As much as additional support is needed, our school is facing large budget cuts. I see little hope for expansion of any program.
  • As mentioned previously, I am leaving the institution after 5 years of service to pursue a Ph.D. and will be replaced by either one new staff director, or two coordinators. Our ESL Program Director is retiring at the end of the Spring 2018 semester and their replacement will join us over the summer. With these staffing changes, curricular and programmatic changes will no doubt occur.
  • An external review of the program will take place in S2019. I am currently doing research concerning placement testing, core academic writing standards for multilingual domestic and international students and specific space allocated for these students on campus. I am also interested in placement testing for NS students as I think the US school system lacks writing intensive requirements in school curriculums.
  • Admissions plans to increase the number of international students and transfer students from community colleges. The growth of these populations will require a review of our structures.
  • Additional non-tenure positions to be added.
  • Addition of another permanent professional tutor
  • Adding a writing group for ESL students. Add curricular support for FYC (stretch, ALP, or some other version).
  • a third of students admitted are labeled "at risk" and typically are the first in their extended families to attend college
  • Hopefully it will receive more support.
  • I am also trying to identify ways the English department and FYC program can work with [the institutions's] English as a Second Language Institute (ESLI), which is the primary support structure for ELLs.
  • Our institution is in the process of developing and implementing an dedicated WAC program that (hopefully) will identify the need for ELL support.
  • In the first-year writing program (separate from the IELP), we have traditionally offered ELL sections of FYW. However, next semester (AY 2018-19), we are transitioning to a "cross-cultural composition" model [...], in which special sections will enroll 50% international and 50% domestic (likely NES) students. The separate ELL sections will be eliminated.
  • Our campus writing center, which is linked to the writing program in oversight and curriculum, has its first permanent director beginning July 2018. The establishment of the writing center will enhance the support of all writers, particularly English Language Learners.
  • Our basic writing course has been outsourced to a local community college since the 1990s. We expect basic writing to be fully in-house by 2019-20. This will also lead to changes in the configuration and curriculum of FYC and ELL courses that bookend the basic writing course now. We'll be added a "multiple pathways" model that allows students to satisfy the basic writing requirement in several distinct ways depending upon their backgrounds and needs.
  • One dynamic faculty member in the ELL program retired a few years ago. Originally, there were plans to hire a new, tenure-track faculty member to oversee the program, but those negotiations collapsed. The International Scholars Program may be re-envisioned as well, since Admissions is admitting fewer students to that program, because international students don't want to be bound by its three-course first-year curriculum. There were some efforts from senior administrators and faculty to move the ELL curriculum under the Assistant Professor of Academic Writing, because there's some interest to have all academic affairs units have tenure-track faculty oversight, but so far those negotiations have been mostly placed on hold. The ELL Program is technically housed under Study Abroad & International Programs, which is overseen by an associate vice president. ELL instructors report to the associate vice president. After their positions were converted to faculty lecturer lines this spring, they now also report to the DOF and the Assistant Professor of Academic Writing plays a role, not yet clearly defined, in these faculty reviews. The "lecturer" position is brand new at my institution and comes with more job security (three-year renewable contracts). Non-tenure track faculty members were previously classified as "Administrators Who Teach."
  • No one is sure how funding will shift events again but it's very likely to
  • New general education curriculum was implemented in FA18, so changes are still being made.
  • New course for ELL international students. Pre FYWS.
  • More L2 support and faculty lines and more L2 writing offerings across campus.
  • International students may be mainstreamed into regular Freshman Year writing classes, but instructors may be given more ELL training via workshops. The writing center will conduct these workshops and assist instructors as well as continue to tutor students.
  • In the past few years, there have been numerous discussions across campus about the need for more writing support for international students, especially at the graduate level. Although we have a robust writing program for international students through our English Language Programs (Academic English and Pathway Programs), the support is harder to come by for international students once they leave our programs or for those international students who do not attend our programs before starting their degree program. Certainly, the Writing Center at [...] provides great support for diversely prepared students, but we have also identified the need to develop some for-credit writing courses designed specifically for students for whom English is a second (or third, fourth...) language that would be offered through [...] and would be available for all international students. We are hoping to get the first of those classes up and running this Fall.
  • I'm sure there will be. There always is.
  • I am currently working with various stakeholders to get some kind of support for these students. Currently, we have none, and while the Writing Center director and I work to help specific students about whom we learn, this is not a sustainable practice.
  • I'm new to the institution, but I am in the process of suggesting changes to the basic writing class that would move away from drill-and-kill grammar exercises to a rhetorical grammar. As the director of the writer center, I have been hiring more bi-lingual tutors and working with an ad hoc committee to create a multicultural office. I would like to see more ELL support on the campus.
  • I would really like to see changes and encourage them as we have very little to offer our students writing assistance in any formalized way beyond our peer tutoring, unfunded writing center and the kindness of individual professors doing what they can. We will keep pushing for support and resources, however, as about 30-40% of our students struggle with college level writing, and we are increasingly seeing ELL learners attend our institution as well.
  • I wish we could offer a course specifically for ESL/ELL, but the university does not seem interested in doing so right now.
  • I think we're going to have to get smarter about how to support the growing number of students from China, though I'm not sure what that will entail yet.
  • I honestly cannot speculate as to what those changes will actually be, but there is consensus that more support is needed.
  • I have just hired a new Associate Director, and I anticipate that he will make some changes.
  • I envision more support (courses, workshops, tutoring) for ELL students as their numbers increase at my institution.
  • I am not sure what changes will occur, but we have seen drastic drops in our international student population due to students not being able to attain green cards.
  • I am hoping to hire an ESL/TESOL specialist to work in the writing center.
  • [The institution] is a small state university. We are getting a smaller piece of the state budget pie every biennium.

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