PAIS Newsletter - May 2022 (Plain Text Version)

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In this issue:
LEADERSHIP UPDATES
•  LETTER FROM THE PAST CHAIRS
•  LETTER FROM THE CO-CHAIRS
•  LETTER FROM THE EDITORS
ARTICLES
•  STAY AHEAD OF THE GAME: A FRAMEWORK TO GUIDE THE PREPARATION FOR ACCREDITATION
•  PUSHING FOR PROGRESS: AN IEP'S EXPERIENCE FURTHER INTEGRATING INTO UNIVERSITY
ABOUT THIS COMMUNITY
•  CALL FOR SUBMISSIONS
•  STATEMENT OF PURPOSE

PUSHING FOR PROGRESS: AN IEP'S EXPERIENCE FURTHER INTEGRATING INTO UNIVERSITY

Jason Romano, University of Illinois, Chicago, Illinois, USA

English language programs have most commonly operated as separate entities despite being housed and managed by universities and colleges. University of Illinois Chicago operated as a separate unit when I started my role in 2018. Although being separate afforded our unit, Tutorium in Intensive English, some liberties, it caused a lot of scrutiny on our department. The university did not fully understand what our unit did, how we did it, nor believed anything we did was correct. Because of that, there were many additional procedures we had to follow in order to follow and prove compliance. The decision to integrate into the university’s systems was an easy one.

Our request was approved right away to integrate into university systems; however it took months of explaining what our department did. I must have said a thousand times “We deliver instruction; we have classes, instructors, and students; it is no different than the university. In some ways, our department, like many other English language programs, is a mini-university managing our own marketing, admissions, advising, curriculum, classes, registration, tuition, etc.” The university finally caught on, and the process began. Our team was a little hesitant but proceeded as they understood it was the best decision at the time.

Now that we are nearing the end of our integration, our team is extremely excited that we made this decision. Although it was not easy, we have begun to reap the benefits of it.

• We have seen a drastic increase in our efficiency. Many manual tasks now utilize university systems that have automatic feeds from one system to another in addition to other features that streamline processes.
• We have further gained support from the university. They accurately see our classes, instructors, enrollment, expenses, and revenue.
• We received financial support and relief during COVID when enrollment was low.
• We received funds to upgrade our technology infrastructure and classroom audio visual equipment.
• Our internal visibility has increased. Since we began integrating, several departments have approached us as the experts in TESOL and asked for support.
• We have been listed on the university’s centralized student support page.
• We have worked with departments to create custom programs.
• We have worked with the Office of Admissions to create an inhouse English language proficiency exam, which we tied to our Intensive English Program levels assisting us in creating paths for students who want to move on to undergraduate and graduate degrees.
• Our involvement with the university has increased. We have been asked to serve on university committees as well as assist in and deliver workshops, trainings, or presentations.
• Students have access to more services. Our students are seen as members of the university community, and they are able to partake in events, services, and memberships more easily than before.

There are two final pieces that come to mind in regards to our integration and recent success. When I have talked to my colleagues about our decision, I am reminded that we were in the right place at the right time. The university made a conscious decision to invest in internationalization; they created the Office of Global Engagement, under which our department, pathway programs, the Office of International Services, the Study Abroad Office, Programs for International Partnership, and International Affairs were placed. We are not sure if without this restructuring, we would have been able to accomplish the same success.

Finally, a colleague recently stated that it was a lot of work, but in the end it was worth it. That is not to say we don’t have more goals ahead of us. Our department is still considered an administrative unit with no representation on the Faculty Senate, our courses do not allow students to earn credits towards general education or a degree, and we are primarily a self-supporting unit. We hope to keep pushing for progress.