State of the Art Student Support Services in an IEP Learning Center
Jessica Hanson, Jeffrey Maxwell, Monika Mulder
ORTESOL Journal Volume 32, Number 1, ISSN 0192-401X
Intensive English language programs (IEPs) at American universities have the task of recruiting, retaining, and preparing international students for mainstream classes. In order to achieve these tasks, many programs have explored using supplemental instruction (SI) in the form of learning centers (LCs) to support their students. In this study, we investigate how and why students make use of an LC and its resources at Portland State University's Intensive English Language Program (IELP). Multiple strands of data were used, including observations of the LC in use, surveys of students and staff, and interviews with students to investigate student use of resources and their reasons for using those resources. While a majority of the students use computer resources, many of the students noted they use a variety of the resources offered each time they visit. We also examined student motivations for using the resources and noted five themes in the responses: the variety of resources, the LC's accessibility, the physical space, personal contact, and community. We conclude our research with recommendations for promoting, maintaining, and building community in an IEP LC.
Hanson, J., Maxwell, J. & Mulder, M. (2015). State of the Art Student Support Services in an IEP Learning Center. ORTESOL Journal, 32(1), 20-32. Retrieved May 30, 2023 from https://www.learntechlib.org/p/189243/.
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- Academic Support Services
- Access to Education
- College Students
- communities of practice
- Computer Uses in Education
- educational resources
- educational technology
- English (Second Language)
- Foreign Students
- Interpersonal Communication
- Language Proficiency
- Learning Resources Centers
- School Space
- Second Language Instruction
- student motivation
- Student Surveys
- Teacher Surveys
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