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EIL Quality Improvement Plan

Program : EIL
Review Date:
Last Updated :


*Visiting Team Recommendations **Update on Actions Taken/Current Status
Completed Date
Recommendation 1: Rethink Program Structure--Examine the duties of the EIL/TESOL Director and consider splitting them between two directors..
Considerations:
  • The EIL directorship needs more of the load release due to the considerable workload of running the EIL and the desire for the director to remain an instructional faculty member.
  • The TESOL directorship needs less release time and would be primarily instructional.
  • If the duties are split between two directors, ensure regular coordination between the two programs within the faculty unit.
Recommendation 2: Redevelop EIL Assessments--We recommend a systematic evaluation of currently used high-stakes placement and achievement exams. More appropriate high-stakes placement and achievement exams will save students time and money and will save the university money and resources over time.
Considerations:
  • Provide release time for the assessment coordinator, who also needs to leverage existing student TA funds and mentored student research funds to fully implement his assessment plan.
  • Finish redevelopment of the placement test as soon as possible.
  • Automatize the entire assessment process for placement, level and program exiting, and course enrollment. Current assessments are mostly manual. The current manual system also causes problems with tracking students across the semesters. With projected growth in enrollment, it will be necessary to automatize assessments in order to best utilize existing resources for future demands.
Recommendation 3: Update and Streamline the EIL Curriculum--Because the curriculum was developed over 10 years ago, we recommend a thorough review of the program curriculum, focusing on two areas: Academic English 1 and EIL supplementary 2 credit courses. As the curriculum is updated, assessment will be simplified, and the strengths of current faculty will best be utilized.
Considerations:
  • Consider shrinking the supplementary course list. The original intent of these courses does not meet current student needs.
  • Consider integrating reading/writing and listening/speaking classes. Integration of these language skills is current best practice, simplifies assessment, and allows teachers to more easily integrate studentsʻ major content areas into these courses.
  • Consider creating sheltered instruction, team taught, or learning community classes, especially focusing on Holokai core courses or Humanities course. By having versions of these courses, the EIL program will effectively extend support to students beyond the Academic English 3 level, without expanding the EIL program. This would be another way to expand the influence of the CLT training efforts of university faculty to better support EIL students.
  • We recommend forming an EIL certificate that also integrates these team taught or learning community EIL/Arts and Humanities courses as part of the Holokai program. Students will extend their EIL learning across the 4 year degree. By doing so, students will better see the value in studying English in the EIL. Students will be able to use this certificate once they return to their home countries for community and nation building.
  • EIL faculty should consider collaborating with and learning from other local institutions, such as Kapi’olani Community College and UH Manoa, and with other CES institutions as they update and streamline their curriculum.
Recommendation 4: Re-envision EIL Student Success--Integrate new ways to prepare, measure, and support student success.
Considerations:
  • Continue with the emerging opportunities to prepare students for success at BYUH. When necessary, prepare students in English, computer literacy, college readiness, and life skills before entry to BYUH (e.g., Leolaʻs initiative in Tonga and Neilʻs work with English Connect).
  • Track student progress using GPAs, from entry-level Holokai Core courses through degree completion.
  • Track student retention, persistence, and completion rates.
  • Encourage and strengthen the existing collaboration between EIL faculty, CLT, and content programs to better support EIL students throughout their degree programs.
  • Help the university ‘ohana better understand and value the role that the EIL plays in their overall success.