UCIEP GUIDELINES

UCIEP GUIDELINES (2011)

Members of the consortium of University and College Intensive English Programs (UCIEP) are dedicated to providing high quality academic English language instruction and cultural orientation to international students studying at institutions in the United States. Consortium member programs are located on a variety of college and university campuses throughout the United States. The guidelines below set professional standards for the management of UCIEP programs, for the preparation and conduct of those who administer and staff those programs, and for the activities undertaken by UCIEP programs in the context of higher education.

PROGRAM

A. An intensive English program (IEP), as defined for UCIEP purposes, is administered by an accredited university or college and receives adequate support from its institution, which at a minimum would include provision for suitable staff, and office and classroom facilities. Although no single administrative pattern is required, the intensive program should be sufficiently independent to permit the smooth functioning of all its activities.

UCIEP membership is not open to IEPs that are managed or controlled either fully or in part by for-profit enterprises, including “joint venture” enterprises in which one or more parties is for-profit.

A UCIEP IEP may be managed through a non-profit university research foundation.

B. The role of the intensive English program in the international education program of the university or college must be explicitly recognized by the institution's administration.

C. The intensive English program should have clearly established goals for the language education program it provides. In general, these goals should provide adequate and appropriate education to meet the student's and the institution's language objectives.

PROGRAM STAFF

A. Administration and Core Faculty

1. The intensive English program has a chief administrator whose majority commitment is to the program. A continuing core faculty is necessary to provide programmatic stability and continuity. (See APPOINTMENTS for a definition of "core faculty.")

2. The program administrator has at least a master's degree as specified for core faculty1b, and preferably a doctorate. In addition to substantial prior ESL/EFL teaching experience, the administrator has administrative experience or training, or is provided with such training. Administrative experience and training is understood to include such areas as teacher supervision, curriculum development, budgetary planning, and personnel management.

B. Core Faculty

1. A continuing core faculty is necessary to provide programmatic stability and continuity. (See APPOINTMENTS for a definition of "core faculty.") It is recommended that at least 50% of the faculty over a 12-month period are core faculty as defined in B (2). At a minimum, the UCIEP school must demonstrate that at least 50% of the instructional hours are provided by personnel who meet the professional requirements described in B2. Instructional hours are those classes that form the regular class offerings of the program and do not include one-on-one tutoring by qualified teachers.

If core faculty do not teach 50% of instructional hours, then at the time of a self-study, a written explanation must be provided along with a plan to reach 50% within a reasonable time period. A reasonable time period will be determined by the Board of UCIEP.

2.

a. Core faculty have prior ESL/EFL teaching experience and at least a master's degree in TESL/TEFL, or a master's degree in a related field with documented coursework for credit in the areas of linguistics, culture and society, educational foundations, second-language pedagogy, second-language assessment, and language teaching practicum.

b. Core faculty also have knowledge of or previous formal study of a second language. Core faculty teaching assignments are consonant with institutional goals that permit time for university and professional growth and scholarship. The maximum average number of classroom contact hours per week for full-time faculty is 20 hours. The preferred teaching load is no more than 15 hours per week.

C. Teaching Assistants

1. Teaching Assistants are taking or have taken graduate work in TESL/TEFL. Those lacking substantial teaching experience should have at least one semester of graduate coursework in the discipline prior to hiring.

2. A comprehensive pre-service orientation and training period is provided for Teaching Assistants.

3. Teaching Assistants are observed in their classroom teaching and meet with a faculty course coordinator or other supervisor on a regular basis to review their performance. Their teaching is evaluated using criteria consistent with those used in evaluating regular faculty.

4. The IEP has the right to relieve from teaching duties any Teaching Assistant whose performance is inferior.

5. The degree of responsibility assigned to Teaching Assistants is proportional to their degree of experience and teaching skill.

D. Part-time or Adjunct Faculty

UCIEP recommends that part-time or adjunct faculty have a master’s degree in a related field with coursework in the areas of linguistics, culture and society, educational foundations, second-language pedagogy, second-language assessment, and language teaching practicum. In exceptional cases, part-time or adjunct faculty who lack these qualifications may be hired but are closely supervised in their IEP teaching assignments either by the program administrator or by the designated members of the core faculty, and are provided with ongoing professional training either within or outside the program. Continued employment of such faculty is contingent upon their working toward meeting the minimum requirements. If this is not the case, a written explanation should be submitted with the program’s selfstudy questionnaire.

Part-time faculty or Teaching Assistants who do not meet the standard in B2 for core faculty do not count towards the 50% recommended instructional hours taught by qualified teachers.

The maximum average number of classroom contact hours per week for part-time adjunct faculty is 20 hours. The preferred teaching load is no more than 15 hours per week. Part-time or adjunct faculty should not be employed on a full-time continual basis (20 hours per week) for an extended period of time without access to the benefits provided to full-time faculty.

APPOINTMENTS

A. The program administrator holds a full-time faculty or administrative appointment in the university or college which administers the program and receives a formal written agreement of employment on at least an annual or academic-year basis. Appointments are renewable and provide eligibility for the institution's benefits program.

B. The core faculty members receive a formal written agreement of employment on at least an annual or academic-year basis. Core faculty are offered full-time appointments, but may choose part-time status. Appointments are renewable and provide eligibility for the institution's benefits program.

C. The program administrator and faculty are evaluated according to the evaluation procedures at their institution.

PROGRAM CONTENT

A. The intensive English program provides the equivalent of a full course of studies, consisting of at least 18 hours of instruction per week, not including language laboratory hours or online/distance courses. At least 28 weeks of instruction are offered each academic year.

B. The intensive English program should have the capacity to provide at least three levels (or groups) of instruction each session. Appropriate class size can range between 5 and 25 students. Overall program size should not average less than 30 students per session.

C. Classes at appropriate levels are structured in such a way as to recognize that language learning is an interrelated, interdependent, sequential process in which all language skill areas are addressed.

D. To ensure that students pursuing an academic program are adequately prepared, the syllabus includes instruction in the skills of listening, reading, speaking, and expository writing, as well as academic and cultural orientation to enable students to perform effectively at the college or university level.

FACULTY DEVELOPMENT

Adequate facilities and opportunities for faculty and staff development are provided through in-service training, tuition assistance for appropriate courses, and/or financial support for professional conferences.

STUDENT RECRUITMENT

A. Recruiting procedures are in accordance with those endorsed by NAFSA Association of International Educators.

B. UCIEP programs do not actively recruit students or offer services to individuals, schools or departments on other campuses without the permission of the campus IEP.

C. UCIEP members who use educational consultants/agents should use a contract that specifies the terms and conditions of the recruiting agreement.

TESTING AND PLACEMENT

Testing and placement procedures carried out by the intensive English program meet accepted professional standards. Testing instruments must be valid and reliable and should be reviewed every 3 years, and, if necessary, updated every 5 years.

April 2007