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- 'The College Writing Toolkit'
- A look at the landscape of pathway programs for international students run in cooperation with for-profit partners
- Conditional admission and pathway programs proliferate
- Plagiarism Prevention Without Fear
Southern Utah University has released a report from external reviewers who evaluated its English as a Second Language program after a former instructor raised concerns about lax standards for instructors and students and the toleration of plagiarism. The external reviewers, professors of ESL from Utah State University, interviewed eight instructors, four students, and two administrators, in addition to reviewing syllabuses and faculty C.V.s. The reviewers found a number of curriculum-related issues, including a lack of outcomes-based assessment (with many students passed through the program based in large part on attendance), a lack of clear course objectives, inconsistency across course sections, a lack of vertical integration within the writing and reading curriculums, and a general failure to prepare students to work with outside sources. Over all, the reviewers recommended that there be a greater focus on academic skills throughout the program.
The reviewers also recommended hiring full-time faculty with a master’s in teaching English as a second language and at least three years of experience teaching English for Academic Purposes. They noted that none of the faculty they interviewed had previous training in EAP and for those who did have prior ESL experience, it was on the K-12 level. As Inside Higher Ed reported in November, Southern Utah’s ESL instructors are part-time and paid $17.50-$20 per hour taught, with no compensation for time spent grading or preparing for classes.
Finally the reviewers wrote that the claim that plagiarism was tolerated in the program appeared to be unfounded: they note that while faculty members are concerned about plagiarism, other factors, including the reliance on inexperienced part-time faculty and the failure to integrate work with sources into the curriculum, may have contributed to incidents of plagiarism that have occurred. (They also write that “in the case of the students, it did appear that they knew there was an ‘issue’ surrounding plagiarism as they smiled when we brought it up.”)
In its response to the report, SUU indicated that it will take into account many of the suggested curricular changes as it undergoes a curriculum overhaul under its newly hired director, and that it does plan to take steps to hire some full-time faculty and to provide opportunities for current teaching staff to become trained in teaching ESL.
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