A Case Study: The IEP as an Academic Unit in the University.

Autor/in	Carkin, Susan
Titel	A Case Study: The IEP as an Academic Unit in the University.
Quelle	(1988), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrative Organization; Case Studies; College Credits; Departments; Elective Courses; English (Second Language); Higher Education; Intensive Language Courses; Land Grant Universities; Program Administration; Program Development + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Department; Abteilung; Elective course; Wahlkurs; English as second language; English; Second Language; Englisch als Zweitsprache; Hochschulbildung; Hochschulsystem; Hochschulwesen; Intensivkurs; Sprachkurs; Programmplanung
Abstract	The rationale and process for creating a credit-bearing intensive English program (IEP) at Utah State University, a land-grant institution with about 1,000 foreign students, are described. The program evolved from an intensive English language institute whose proficiency-granting process became tedious for staff and administrators. As a result, the proficiency exam previously used was abolished and the program was set up for monitored, gradual, and controlled student passage through intensive English courses and into the full-time university degree program. For budgetary reasons, the program was moved to the Language Department, where the courses began to receive 100 and 200 level undergraduate, elective credit for each of the five courses at all four levels. Arguments of the administration against granting full credit were countered with support from foreign language, English, and other faculty. Curricula were written, and with the advent of a new dean, the program was separated from the Language Department and granted separate academic program status. Additional administration support and challenge has included the invitation for IEP faculty to become involved in research and moves to make the instructors regular faculty members. The program benefits by its credit-bearing status in a number of ways. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC