Intensive English Language Institute
College of Humanities, Arts, and Social Sciences
Utah State University
Intensive English Language Institute
Compact Plan 2003-04
The primary mission of the Intensive English Language Institute (IELI) is to provide academic ESL and cultural orientation to USU undergraduate and graduate students and to train international graduate teaching assistants. IELI also serves visiting scholars and others studying English for personal or professional reasons. The complete IELI mission statement is found at http://www.usu.edu/ieli/.
The IELI program strongly supports several of USU's overall goals:
IELI promotes diversity at USU by serving as a gateway for international students who wish to study at USU, by providing English instruction for visiting scholars, and by training international teaching assistants.
IELI enhances the university's reputation by conducting professional development institutes for English teachers from other countries, and by participating in international faculty exchanges.
IELI enhances the recruitment, retention, graduation and placement of undergraduate and graduate students by training international teaching assistants, who teach in undergraduate classes; and by providing both graduate and undergraduate students with the academic English skills and cultural knowledge they need to be successful students at USU.
IELI fosters new partnerships through interdisciplinary collaboration and external connections by training and mentoring graduate teaching assistants from the MSLT program in Languages, Philosophy, and Speech Communication. IELI also participates in Continuing Education's international programs, and it has developed and continues to participate in a workplace ESL program being coordinated by USU Personnel Services.
Focus for 2003-04
IELI's initiatives for 2003-04 focus on the five themes of the College of HASS compact plan.
Theme 1: Decreasing student-faculty ratios and improving access
Initiative: Recover Funding and Increase Support for ITA Training
IELI has had financial responsibility for International Teaching Assistant (ITA) training since 1993. By training ITAs to teach in the College of HASS and USU classrooms, the ITA program helps increase student access and reduce and student-faculty ratios. Over the years, ITAs have taught in several College of HASS programs, including Languages, Sociology, Art, Theater, Journalism, and Political Science.
The ITA program is funded through .5 FTEF. (Tom Schroeder, the coordinator, currently has a 50% ITA and a 50% IELI teaching role.) In addition, there has been a small operating budget of about $6,600.
Last year, however, in a round of budget cuts, the ITA operating budget was cut to $5,020. This operating budget is used primarily to pay other IELI faculty who participate extra-contractually in the two 45-hour workshops and to hire student assistants.
This year, the Provost restored funding on a one-time basis. However, given increased costs, it is becoming increasingly difficult to conduct the program. At times, ITA costs have exceeded budget and IELI has had to make up the difference out of its own budget. Given the current budget situation at USU, IELI can no longer afford to supplement the ITA program. Also, given that the ITA budget has not increased since 1993, remuneration for extra-contractual participation has become relatively so low that it is difficult to recruit faculty to participate in the workshop.
The ITA program needs $1,580 to restore budget cuts made last year. In addition, about another $5,000 is needed to bring extra-contractual wages up to a point where faculty would be sufficiently paid for participation in the training.
Theme 2: Development
Initiative: International Center
In the 2002-03 compact plan, IELI indicated that it would partner with other programs in a development campaign for an International Center, which is estimated to cost $15 to 20 million dollars. A willing donor for a substantial portion of the cost is known to IELI. This donor is also willing to spearhead a development campaign among USU graduates in Asia.
The International Center would serve a number of international programs within HASS, e.g., Languages, Philosophy, and Speech Communication; IELI, and Asian Studies.
IELI has taken a first step in this campaign by inviting to be on its Advisory Board a retired faculty member, who has close contact with the potential donor.
Initiative: Special Programs
IELI proposes a special programs branch to bring in extra-mural funding. IELI often receives requests for short-term, highly focused special programs. Currently, IELI conducts a Professional Development Institute (PDI) for teachers who are nonnative speakers of English. This PDI has been taught in China three times and Thailand once. IELI currently has proposals out to do the PDI for teachers in Taiwan and Korea.
IELI will seek start-up funding through the partners it engages with and through the university.
Theme 3: Expanding graduate education
Initiative: Support classes for international graduate students
As the College of HASS and USU in general expand their graduate programs, they will be increasingly looking to other countries as a source of students for their programs. For the most part, these students will come with sufficient overall knowledge of English but will lack certain skills, particularly writing skills. IELI proposes, as it did last year, to offer support classes for these students. Such classes will require on-going resources that are currently unavailable in IELI. One FTEF would be required to get these support classes started.
Theme 4: Growing programs in environmental studies/policy.
Initiative: Content Based Language Courses
IELI will continue to offer two content-based language courses that focus on the environment. In one course, students learn how environmentally protective practices make good sense in business, how culture influences our views of how to live on this planet, and how consumerism affects environmental attitudes and practices. In the other course, students study the natural history of Logan Canyon while reflecting on the relationship between the human population and the natural world.
Theme 5: Education outside the box Ð interdisciplinary and experiential programs
Initiative: Mentoring of teaching assistant
IELI will continue to partner with the Masters of Second Language Teaching program in Languages, Philosophy, and Speech Communication to mentor a teaching assistant and to provide the TA with teaching experience. This mentoring consists of experiential learning that occurs through observation, team-teaching, and eventually being the teacher of record. As part of this partnership, IELI faculty teach a class in the MSLT program.
Initiative: Undergraduate Teaching Fellows
IELI will continue to use undergraduate teaching fellows in its classrooms and continue to seek ways to enhance their mentoring, tutoring, and cross-cultural experiences.
In addition to the above initiatives, which focus on the goals of the College of HASS, IELI will also carry forward from its 2002-03 compact plan the initiatives listed below. Details regarding these initiatives are found under "Planning" at http://www.usu.edu/ieli/.
A-4 International Faculty Exchanges
A-5 Minor in ESL
A-6 Implementing Technology into the Curriculum
A-9 Enhancing New Faculty and Student Orientations
A-10 Workplace ESL Program
B-3 Funding for Faculty Scholarly Activities
C-1 Fully Staffing the Teaching Program
C-2 Raising Salaries for Adjunct Faculty
C-4 Initiative on Future Growth
The Intensive English Language Institute (IELI) is an academic English as a Second Language Program for international graduate and undergraduate students who have been admitted to Utah State University and for students who want to study English for personal and professional reasons. IELI also serves visiting scholars, post-doctorates and government and corporate sponsored students. In addition to intensive language education, IELI provides training for international teaching assistants and is involved in teacher education projects at USU and abroad. IELI serves the world community through program and curriculum development, teaching, consulting, and administration.
The major goal of the IELI program is to provide students with the language skills and cultural orientation necessary to make them successful students in the USU classrooms and willing participants in the university experience. To accomplish these ends, the core program is one of academic English, informed by faculty investigations of university classroom practice. Implicit in all classroom teaching is a cultural orientation to American values, the American educational system, and aspects of campus life in general.
The activities of IELI directly support the University's current mission of providing high quality instruction and encouraging cultural diversity. IELI's academic ESL courses are one means by which international students and Utah's non-native speakers of English may meet the University's English language proficiency standard, thus nurturing the educational mission of the University and contributing to the internationalization of the campus.
IELI has been an independent program in the College of HASS since 1985. Prior to 1985, IELI was a program in the Department of Languages and Philosophy. IELI faculty had lecturer status until 1999 when they were moved to the professorial ranks and given tenure, which is housed in the Department of English. The program itself remains in the College of HASS and the program Director reports to the Dean.
The IELI program has distinguished itself from its counterparts at other universities over the years: it has offered credit classes almost from its inception, its faculty have had continuing employment status since 1985 and tenure since 1999, and its innovative curriculum was among the first to focus on the English language and cultural skills necessary for successful academic study.
Credit that IELI students earn in their classes counts as elective credit toward graduation from USU and meets the language requirements for a BA degree.
Currently IELI is involved in four programs at USU: its core academic ESL program; Utah State University's degree programs in China and Thailand; the training program for International Teaching Assistants; and a Workplace ESL Program, which IELI was initiated in collaboration with the AA/EO office and which is now being conducted through the USU Personnel Office. In addition, IELI faculty have been conducting professional development institutes for teachers of English in China and Thailand.
The IELI program most recently underwent review by Utah Board of Regents in 1996. Program evaluators found IELI to be a strong English for Academic Purposes program.
Recently IELI has initiated another review. Faculty have applied for accreditation through the recently established Commission on English Language Program Accreditation (CEA) and have completed a self-study. A CEA review is soon to be scheduled either spring or summer 2002 terms.
IELI faces a number of challenges over the next five years. These challenges result in part from renewed interest at USU in international education.
First, IELI is under pressure to accommodate increasing numbers of exchange students and other special groups of students in addition to its core base of students who have come individually on their own to attend USU. IELI currently has outstanding requests from Continuing Education to accommodate a group of 25 students from China and to provide short-term English classes for groups from Japan. In addition, the Office of International Students and Scholars has made two requests to IELI to participate in short-term programs for Koreans.
Other pressure on IELI comes from USU, which has decided to enlarge its graduate programs. As a consequence, the number of international graduate students will grow, and many of these students will need some English language support.
The challenge for IELI is to find ways to accommodate increasing numbers of graduate students and to conduct special long and short-term programs while maintaining a quality core program.
A second challenge for IELI faculty is to find more time to carry out research / creative activity and engagement roles. IELI faculty, therefore, have been seeking ways to reduce heavy teaching loads. Even under the current workloads, however, IELI faculty have been productive by publishing, presenting conference papers, and serving the profession and external communities.
IELI faculty have the expertise necessary to meet the needs of non-native speakers of English everywhere, including Cache Valley and the state of Utah. A further challenge for faculty is to determine those needs and then discover creative ways to meet them.
Initiatives Supporting University Goals
A-1: International Center
Meets university goal: 2
A number of academic programs at USU, particularly in the College of HASS, have a strong international focus. Among these programs are IELI, Languages and Philosophy, and Asian studies. Bringing these programs together into an International Center will increase the visibility of these programs and permit greater coordination among them. A broader effect will be worldwide recognition of Utah State University's international academic programs. With this recognition, recruitment and retention of international graduate and undergraduate students will be enhanced.
In addition to housing various programs with a strong international focus, the International Center will provide classrooms and labs designed and equipped specifically to the study of second and foreign languages and literatures. Also included will be various facilities intended to promote interaction among students and faculty from the various cultures represented at USU.
IELI, along with programs who join in a partnership, will promote a development campaign for the center, which is estimated to cost $15 to 20 million. Potential donors will be identified and may include USU graduates who have studied in academic programs with a strong international focus, such as former IELI students and graduates from foreign language courses in the Department of Languages and Philosophy. Other sources of funding, such as grants from foundations, will also be sought.
Planning for the development campaign can begin in Fall 2002. The campaign itself will begin after the planning and continue until sufficient funds have been raised.
The amount of funds generated will be a measure of the success of the initiative.
A-2: Special Programs
Meets university goal: 5
IELI receives many requests to participate in various international programs. These requests range from short-term, highly focused special programs for English training to long-term participation in Utah State University's international extension programs. Participation in these programs would bring financial resources to IELI, but IELI frequently cannot participate because it lacks sufficient teaching resources to become involved. IELI's core program fully utilizes not only all contracted faculty but also all available and qualified adjunct faculty that can be found in Cache Valley.
In order to be able to increase its participation, IELI proposes to create a special programs branch to its core program. IELI will develop and promote its own special programs as well as contract with other units. IELI will use profits from these programs to supplement operating of its core academic ESL program (e.g. financial support for sabbaticals, faculty travel) as well as a source of funds for major projects such as a self-access center.
The IELI special programs branch will provide evidence that IELI along with USU is willing to adopt a business model and that it is responsive to the needs of the university and external partners. It will also enhance the university's reputation for international engagement.
IELI will seek start-up funding through the partners with whom it engages and through the central administration. The equivalent of two new FTEF will be needed to get the special programs branch started.
IELI is already participating in two projects that can generate funds: (1) Utah State University's Continuing Education international programs in China and Thailand and (2) Professional Development Workshops IELI faculty deliver in various countries and plan to deliver at home as well. IELI has been asked to participate in another major program Continuing Education is currently implementing and in a short-term program being conducted by the Office of International Students and Scholars.
IELI will continue its current participation and will work with Continuing Education on its new USU campus-based China program to the extent that current resources permit. IELI will seek funding for two FTEF in this years compact planning rounds. Over time as the number of projects expand, IELI will hire additional faculty as well as a coordinator for the special programs branch.
The number of requests coming to IELI for special programs, client evaluation of the programs, and funds generated will be measures of success.
A-3: Professional Development Institutes (PDI)
Meets university goal: 1
The IELI program and its faculty already have a strong national and international reputation. Building upon this reputation, IELL faculty will offer Professional Development Institutes for teachers of English as a Foreign Language (EFL). These PDIs will be conducted both on-campus and on-site in various countries. This initiative follows on successful PDIs IELI presented in China in 2000 and in China and Thailand in 2001. The PDIs will bring international recognition to USU.
IELI will continue to partner with Continuing Education, which will promote and make arrangements for the PDIs. The PDIs will be self-funded and will operate under a special programs branch of IELI. See Initiative A-2.
No additional funding required.
The PDIs have already been developed. IELI plans to partner with Continuing Education to conduct one PDI on the USU campus each summer and one or two PDIs in other countries each year.
The number of PDIs actually conducted will be one measure of success. Participant evaluation of the effectiveness of each PDI will be another measure.
A-4 International Faculty Exchanges
Meets university goal: 1
IELI will encourage international exchanges for teachers. This includes (1) hosting English teachers from other countries who want to learn about intensive English programs, (2) encouraging international engagement experiences for IELI faculty, and (3) helping international faculty at USU enhance their English language skills.
These international experiences will enhance the university's international reputation for learning and engagement. It will also enhance the recruitment of international graduate and undergraduate students.
IELI will host English teachers sponsored by USIS and other agencies or organizations who want to learn about intensive English programs, for example. IELI will continue to partner with the Provost's Office in permitting international faculty at USU to audit IELI classes. IELI will encourage its own faculty to obtain international experiences through international program development, sabbaticals, short-term teaching assignments in other countries, and so on.
No additional funding is required.
IELI will be open to these opportunities as they come up.
The number of international exchanges will be the measure of success.
A-5 Minor in ESL
Meets university goal: 2
International students who complete the 18 credits of classes in the IELI Level IV achieve a high level of English language proficiency. Through their language and culture study in IELI, they meet Utah State University's English language requirements. They also meet the foreign language requirements for a BA degree. When they leave IELI and move on to major field courses, they receive a certificate of achievement, but no further recognition of their success.
USU students who study Chinese, French, German, Japanese, Portuguese, and Russian can complete 12 credits of classes in a language and receive a minor. IELI students should be given the same reward for their ESL study.
Having a minor in ESL along with a major in another field will increase employment opportunities for international students when they return to their home countries. Offering a minor in ESL will enhance the recruitment, retention and graduation of students at USU. It will also help build a diverse campus community that fosters demographic and intellectual diversity.
IELI faculty are considering seeking departmental status for the IELI program once the minor is approved.
IELI faculty are currently revising curriculum. As they do so, they will create a curriculum that supports a minor. They will then seek approval of the minor through the appropriate channels.
No additional funding is required. Initiative would be achieved through curriculum revision.
IELI faculty will revise curriculum by the end of the 2001-02 academic year. During the 2002-03 academic year, IELI will seek approval of the minor in ESL.
Whether or not the minor is approved will be a measure of success of the initiative. The number of students who actually complete the minor will be another measure of success.
A-6 Implement Technology into IELI Curriculum
Meets university goal: 2 and 7
IELI will develop a self-access center as a means of enhancing its curriculum and as a means of implementing more technology into its curriculum. The self-access center will enhance learning in two ways: 1) it will provide a means for IELI faculty to integrate self-study and technology into their classes, and 2) it will serve as a resource for other international students, both graduate and undergraduate, who want to develop English language skills on their own. This initiative will enhance the recruitment of international students since a lab is seen as an essential component of an intensive English program by recruiters of international students. It will enhance the retention of international students, in general, by providing them opportunity to strengthen their language skills through self-study.
IELI will seek to have its own lab or will partner with another department within the College of HASS. Funds for this lab will come from development, extra-mural funding, and state appropriations.
Costs will be determined later. See "Schedule" below.
IELI will draw detailed plans for the center by the end of fall 2002 and then seek funding.
Lab activities will be integrated into the IELI curriculum and will be reviewed during accreditation reviews of the IELI program. The number of non-IELI students using the lab and the frequency at which the lab is used will be an indication of the usefulness of the lab.
A-7 Support Classes for International Graduate Students
Meets university goal: 4
International graduate students must submit a minimum TOEFL score of 550 to show they meet Utah State University's English Language requirements. The assumption on the part of USU academic departments is that such TOEFL scores indicate a student is prepared to write class reports, research reports, theses, and dissertations and present orally and discuss issues in seminars. However, the TOEFL tests overall English proficiency, not specific academic skills. Even students with high TOEFL scores may need additional development of academic writing, listening, and speaking skills. IELI, therefore, proposes to add support classes for international graduate students.
This initiative will infuse new energy into graduate education by making international graduate students better writers, listeners, and speakers in academic settings. Major professors will have to spend less time assisting students. Theses and dissertations will have higher writing quality.
IELI faculty will conduct needs assessment, develop and teach courses. One-time funds will be required for needs assessment and course development. On-going E&G funds to cover the cost of teaching. One FTES will be required.
Needs assessment and course development: $4,000
Pending funding, IELI can have the needs assessment completed by Spring 2003, courses developed by Summer 2003.
The number of students signing up for the courses will be an indication of need. Pre- and post-evaluations could be used to determine the effectiveness of outcomes.
A-8 Mentoring of Teaching Assistant
Meets university goal: 6
IELI will continue to partner with the Masters of Second Language Teaching program in Language and Philosophy to mentor a teaching assistant and to provide the TA with teaching experience. As part of this partnership, IELI faculty teach a class in the MSLT program.
This is a continuation of an agreement between Languages and Philosophy and IELI. Funding for the TA comes through Languages and Philosophy. Release time for a IELI faculty to mentor the TA is possible through reallocation of resources within IELI.
No additional funding is required.
The current partnership between IELI and Languages and Philosophy was started in 2001 and will continue indefinitely.
Student evaluations of classes taught by the TA will be used to determine the success of the partnership along with qualitative evaluation of the success of the mentoring.
A-9 Enhance New Faculty and Student Orientations
Meets university goal: 3
IELI faculty will conduct mini-workshops that will enhance new faculty and new student orientations. The goal will be to establish cross-cultural understandings that promote positive interaction between faculty and students with international students. This initiative will enhance diversity and cross-cultural understanding at USU.
IELI faculty will take this on as part of their service role. This participation could take the form of two workshops, one for faculty and another for students. One-time funds will be requested for workshop development.
No additional funding is required.
IELI faculty will take on this service role beginning Fall 2002.
The number of times IELI faculty present the workshops will be a measure of the success of this initiative. Participants will be asked to evaluate the effectiveness of the workshops.
A-10 Workplace ESL Program
Meets university goal: 6
Two IELI faculty are currently teaching a workplace ESL program as part of the Personnel Office's Diversity in the Workplace program. The ESL program assists non-native English speakers in acquiring a language level and cultural skills that enable them to learn the employment skills necessary to obtain first-time or different employment or raise their English level so that they get promotions in their present workplace. The program is currently funded by grants from Federal and State agencies. It fosters internal and external engagements and fits the role of a land grant university. It also helps set the agenda for a capital campaign.
IELI will continue to partner with the USU Personnel Office and the local community. IELI faculty will continue to teach in the program.
On-going, but dependent on continued funding from agencies.
No additional funding from the University is required.
The grant funding agencies require regular program evaluations, including participant evaluation of the program. The number of participants who successfully complete the ESL portion of the program and continue on at Bridgerland Technology Center for further training is one measure of success. Another measure of success is the number of participants who obtain first-time or different employment and those who get promotions in their present workplace.
B-1 Enhancement of International Teaching Assistants Training
IELI has had responsibility for the preparation of International Teaching Assistants across the campus since 1993. The program is currently financed as a hybrid of a regular role assignment for one IELI faculty member (coordinator) and as an extra-contractual assignment for other IELI faculty that participate. In addition to these extra-contractual salaries the workshop has a limited budget line for testing and evaluation, undergraduate aides, office support, materials and supplies. The program has a need for capital equipment investment, regularization of staffing, and funding enhancement.
Currently the program has two levels of support for International Teaching Assistants, a training workshop and a follow-up support in the classroom. The expertise and knowledge of the IELI workshop faculty could be further utilized by International faculty and graduate students across the campus.
The ITA training is a mandate of the Graduate School. Registration for the course and other administrative concerns are handled through their office. The Graduate School is also the source of supplementary funding for course overloads and for the follow up support program. IELI will continue partnering with the Graduate school to plan further program development, such as teaching support for International faculty, coordination with the American TA program, and other areas of development towards a center for teaching excellence. IELI will also work with the Graduate school for budgetary enhancement to increase faculty salaries, meet capital equipment needs, and ensure resources sufficient to meet the needs of a larger group of ITAs.
It is estimated that $6,000 in wages is required to bring extra-contractual wages up to par.
IELI and the Graduate School will develop a plan for development by the end of the current academic year with an aim for implementation for the ITA training of 2002-2003.
The ITA program is subject to evaluation by the students who participate in the training and by the departments that utilize the ITAs.
B-2 Adjunct Faculty Office Space
IELI currently has five adjunct faculty, four who share an office in the Computer Center, which is suitable in size for only three people, and one who shares a small office in the IELI suite with the Office Assistant. In addition, the space in the Computer Center also doubles as a small lab for students. With the lab, the space is only sufficient for one adjunct faculty. Therefore, IELI needs office space for four adjunct faculty.
IELI is requesting space for four adjunct faculty.
Not additional funding is required.
The space is needed immediately.
B-3 Funding for Faculty Scholarly Activities
The size of the IELI faculty has increased from eight to nine contracted faculty with no increase in operating funds. Consequently IELI is having difficulty finding funding to support faculty scholarly activities.
IELI will seek support for faculty scholarly activities through additional operating funds and extra-mural funding.
Approximately $9,000 in additional funding is required.
Funding is needed immediately.
SCHs and Funds Generated
Table1 shows IELI SCHs and FTES from Fall 1991. Data comes form the USU Data Warehouse and from IELI records.
IELI students generate money for the university. This academic year IELI will have an estimated total of 256 FTES. Each of these IELI FTEFs generates $3,948 in tuition and fees. In addition, another $342 per FTEF may become available through state access funds. This brings the total funds generated to a potential $1,098,240. IELIÕs budget for this fiscal year is $536,471.
IELI's current enrollment, while it does generate money, is very stressful on the program, students, and faculty. Table 2 shows these stresses.
Stresses in IELI Brought on by High Enrollment
Constraints on Enrollment Planning
Enrollment planning in IELI is constrained by a number of factors.
First, IELI's enrollment is influenced greatly by international political and economic events. Data in Table 1 reflect several events that have affected international student enrollments in IELI. The high student numbers through the 1991-92 academic year reflect a large number of international graduate students in IELI, many of whom were sponsored by U.S. government agencies and agencies in students' home countries. The drop in FTES beginning in 1992-93, reflects U.S., government cutbacks in programs that funded sponsored students. Until 1992-93, approximately half of all advanced level students in IELI were graduate students. IELI currently has few graduate students.
From 1992-93 through 1997-98 IELI saw a relatively stable enrollment. During this period the percentage of Asian students in the program increased rapidly. In fall of 1998, the Asian economic crisis hit and IELI's FTES dropped by about 39%. Since then IELI enrollments have recovered and now are comparable with the enrollments IELI maintained through most of the 1990s.
Where enrollments will go from now is difficult to predict, especially given the war on terrorism. Enrollments could drop as worried parents have their children come home, or conversely, they could rise given that USU is generally considered a safe place to live and study.
Enrollment planning is also constrained by actions taken at USU. IELI's enrollment will fluctuate, for example, with efforts on the part of academic departments to recruit graduate students into their programs or with changes in Utah State University's overall recruiting efforts. Enrollment also fluctuates greatly when special groups come and go. Note in Table 1 the spike in enrollment during 00-01, the year the Dominicans were in IELI.
IELI cannot control political and economic events. At best, IELI can have only a minor influence over what the university, departments, and extension do in regard to recruiting international students and bringing them to campus.
In fact, IELI is sometimes surprised when one or two weeks before a semester begins, a telephone call from a department informs us that they have several students they will be putting in our program. IELI cannot legally turn away students who have been issued a student visa even if classes are already full. Immigration and Naturalization Service (INS) policy requires USU to accept all students to whom USU has issued an I-20 for a student visa. Furthermore, INS regulations require all international students to study full-time. Full-time is interpreted to mean 18 to 20 teacher-fronted, contact hours per week.
The constraints on enrollment planning make projecting enrollment extremely difficult. At best, we can look at current events internationally and at USU and guess how enrollment might be affected. See Table 3.
Factors Influencing Enrollment in IELI and Their Likely Effect
Of the influencing factors, the only one that is readily quantifiable is the last one Ð the prediction of 28,000 students by 2012. Table 4 gives two projections: (1) IELI enrollment when USU enrollment is 28,000 students and the percentage of international students to total enrollment is 6.2% (the current percentage), and (2) when USU enrollment is 28,000 and percentage of international students to total enrollment is 10%. In either case, assuming that assumptions hold, IELI's enrollment will sky rocket.
Enrollment Projections Based on % of International Students
IELI is not positioned for such growth. Current resources only support a Fall semester enrollment of 90 FTES (and about 60 FTES in Spring and about 50 Summer) and still allow funding for faculty to carry out their research/creative endeavor and scholarship roles and for the program to provide essential academic and administrative services to students.
Table 5 gives "consecutive" and "aspirational" enrollment projections. The "consecutive" projections assume no new resources. The "aspirational" projections assume that percentage of international enrollment at USU climbs to 10% (an ideal level) of total USU enrollment (28,000) and that IELI enrollment remains at about 9 to 10% of total international enrollment. No projections are given regarding class level, new or transfer students, since such information is not relevant to IELI because of the nature of the program. All IELI students are new students. All students are either freshmen or newly arrived graduate students. Also, IELI has little "carry" over enrollment that goes beyond one semester to the next. Most IELI students place into levels 3 or 4 (of four levels) and complete the program in one or two semesters.
Conservative and Aspirational Enrollment Projections
Initiatives Related to Enrollment Planning
In order for IELI to grow, the stresses indicated in Table 2 above must first be alleviated. The initiatives which follow are intended to deal with current stresses.
C-1 Fully Staff the Teaching Program
IELI is continually stressed by a lack of qualified faculty. This fall semester alone IELI should have had one more section of Writing IV and one more of Cross-Cultural Talk A to maintain quality teaching and learning. IELI was unable to create these sections because it could find no one qualified to teach them. Similarly, IELI is chronically short of qualified faculty in summer in part because faculty are contracted for only one or two classes, yet IELI must offer a full program. IELI must offer a full summer program because students are trying to complete IELI in order to begin major field studies in fall semester. Graduate students in particular can get out of sync with the sequencing of courses offered in their departments if they cannot begin their major studies in fall.
These stresses occur despite the fact that IELI faculty currently teach seven classes per academic year and one or two classes in summer. Their counterparts in Languages and Philosophy teach only 4 to 5 classes per academic year.
The current teaching shortage comes to 7 classes (even with the current heavy teaching load). To overcome this shortage, IELI needs to hire one FTEF.
IELI will seek funding through the college for this position. The position should be funded for academic year plus two months summer.
The new position should begin with the summer 2002 term.
C-2 Raise the Salaries of Adjunct Faculty
The wages adjunct faculty receive needs to be raised to $1,000 per credit hour from $733.
IELI will seek through the college an additional in wages to accomplish the increase.
An additional $6,400 in wages is required.
The increase should take effect with summer 2002.
C-3 Funding for Office Assistant
Because IELI students require high maintenance (as described in Table 4 above) and because of increasing enrollment, there is a need to increase IELI's office staff. Therefore, IELI will seek a full-time office assistant. The office assistant will perform routine office duties and assist in meeting student needs.
IELI will seek funding through the college for the position.
The office assistant should be hired prior to the beginning of the fall 2002 semester.
C-4 Initiative on Future Growth
This initiative assumes the deficiencies and workload matters brought out in initiatives C-1 through C-4 have been resolved.
To meet an enrollment projection of 164 (see table 3), IELI will need to increase the number of FTEF by 6.4 to a total of 16.4. An additional three-quarter time person will be required in the office, bringing the office up to 2.75 full-time positions.
To meet an enrollment projection of 264 (see table 3), IELI will need to increase the number of FTEF by 16 to a total of 26. The office will require 4 full-time positions.
IELI will seek funding through the college for these positions.
Additional faculty (salary, benefits, start-up, and operating) will costs $479,700. An additional three-quarters time staff assistant will cost $29,800 (salary, benefits, and operating).
Funding will be sought as enrollment necessitates the adding of positions.
IELI data was not included on the most common measures given on the compact planning web site. Table 6 is based on data IELI has compiled on its own.
Measures of Performance
IELI performs well on measures of success, particularly in income generated per SCH and dollar benefit to the university. The only weakness indicated by the measures in Table 6 is the percentage of classes taught by adjunct faculty. Having only 70% of classes taught by faculty with a full-time commitment to the program can have a negative effect on the quality of teaching and learning.
Another area of weakness not indicated in the above table is that the IELI curriculum is designed for high beginning through advanced students. A transcript analysis performed recently showed that students who come knowing very little or no English at all may not be benefiting fully from the curriculum and, therefore, taking longer than expected to complete the program or are dropping out.
D-1 Increasing Percentage of Classes Taught by Contracted Faculty
Contracted faculty should teach at least 90% of IELI's classes. To accomplish this level of full-time faculty teaching, IELI will require 2 FTES.
IELI will request 2 tenure-track FTES to be funded for academic year plus 2 months summer.
IELI faculty will be revising curriculum this academic year. The request will be made when needs relative to the revised curriculum are known.
D-2 Dealing with Very Low Proficiency Students
Very beginning level students do not do well in IELI.
IELI faculty have been discussing this issue. Suggested solutions range from requiring a minimum TOEFL score for entry into the IELI program (with its negative impact on enrollment) to creating an alternative program in which students may study until they reach an ability level that will allow them success in IELI.
IELI faculty will be discussing this issue as they revise curriculum this academic year.
A historical perspective is necessary to understanding the aspirations reflected by the initiatives in this compact plan.
We, the faculty of IELI, have a history of being visionary. We took on careers in English as a Second Language at a time many viewed ESL as being a remedial study and when international students at universities across the country were considered second class citizens. Many American academics were blinded by an ethnocentric point-of-view that claimed that "foreigners" who did not know English were considered somehow deficient despite being highly proficient in their native language and academically qualified. It did not matter that the Americans themselves had little, if any, proficiency in another language. These academics considered study in ESL programs to be non-academic even while they considered foreign language learning by Americans an academic endeavor.
At best, international students were tolerated because educating "foreigners" was thought to be an effective way to spread democracy and, at worst, "foreign students" were tolerated because they paid out-of-state tuition and brought a lot of money to university coffers.
Negative attitudes toward "foreign students" and their study of English carried over to the faculty that taught the students. At most universities, even today, ESL faculty are considered second rate faculty and are given diminished titles, lower wages, and little prestige.
Utah State University, however, has been atypical in its relationship with international students. Since 1872, ESL study at USU, international students have taken classes for creditÑcredit that they could apply as elective credit toward graduation and to a BA degree, and over the years, the status of ESL faculty has progressed from that of non-contracted, temporary teachers, to lecturers, and finally to professors. At USU, ESL faculty are peers of all other USU faculty.
As professionals we believe it is our responsibility to continue to elevate the status of the program and that of international students at USU. We further believe that we need to move the profession forward not just at USU but also throughout the nation and the world.
Our initiatives reflect our background and beliefs. We are
We also feel it important to protect our core program ensuring that there are sufficient resources to maintain a quality program. For that we need a fully staffed teaching program, more office space, computer lab facilities for our students, and better paid adjunct faculty.