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Summer I.C.E.
Alice, Liam, Sage, Takako, and Vincent
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Last summer, the Middlebury-Monterey Summer Intensive College English (ICE)
Program was launched in Newport, Rhode Island. The ICE program was created for international
students who plan to study at an undergraduate program in the United States. The program is
based on coursework necessary for academic success, as well as American history and culture.
Students are in classes for 23.5 hours a week. Those hours are divided between the core
curriculum, electives, and college life seminars. The core curriculum classes focus on the four
basic skills: listening, speaking, reading, and writing. Program Director Natasha Isadora Frank
and instructor Laurie Nesbitt have been designing these classes. A number of topics for the
electives have already been suggested, including pronunciation, grammar clinic, TOEFL
practice, gender and ethnicity, music, film, environment, and visual images. Topics for the
college life seminars have not yet been established. The ICE program takes place on the campus of Salve Regina University. Students live in
the dormitories and are in an environment where English is the primary medium of
communication 24 hours a day. There are evening programs every weeknight and the time is
spent with activities such as tutoring or games. While last years program consisted of seven
students, the program coordinators are expecting that there will be many more participants this
year, although the enrollment process is still in progress.
The members of our group chose to work with the ICE program for many different
reasons. One of the most consistent themes is the desire to work with a group of heterogeneous
students. Not only will these students bring a variety of interests, experiences, and cultural
perspectives, they are also coming from different linguistic backgrounds, which will influence
how they learn English. In addition, we are excited about the opportunity to work with college-
bound young adults. Some members of our group have previous experience with that age group,
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and others of us are eager to gain this experience that we are lacking. On the other hand, some
members of our team have been international students in the past, and bring that perspective to
our curriculum. One member of our group has previously studied in an ESL program similar to
the ICE program. Another factor that influenced our decision to work with this program was the
fact that culture and academic skills are taught along with English for Academic Purposes.
Procedures
In order to gain a more nuanced understanding of the program and the stakeholders
needs, we first organized a Skype interview with Natasha. Vincent contacted Natasha to arrange
the Skype interview on March 7 at 2pm. Before the Skype interview with her, we prepared
interview questions (Appendix A) to ensure we obtained more detailed information about the
program than what was available on its website. The Skype interview was successful and helpful
for the needs analysis. In fact, the program was still accepting applicants at the time, which
required us to change the direction of the needs analysis: contacting current and former program
faculty and staff members as well as previous students. After the Skype interview, Natasha sent
an e-mail with relevant contact information including that of program faculty, staff, and previous
students. In addition, she also sent her written report on last years ICE program and the tentative
curriculum design for this year. Furthermore, on the ICE website, there is an evaluation form
completed by the teachers (Appendix B), as well as self-evaluations completed by the students.
(Appendix C). Then, each of us was responsible for contacting a particular person from program
faculty and staff as follows:
Natasha Frank (program director) - Vincent Laurie Nesbitt (instructor) - Alice Jeffrey Fowler (former program assistant) - Liam
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Heather Kokesch (former logistic coordinator) - Sage Karen Wong - (current administrative associate) - Takako
In addition, the report written by Natasha included participant feedback gathered using a form
adapted from the MIIS ESL programs (Appendix D). Rather than contacting students
individually, we decided to use the feedback forms to get the student perspective for the needs
analysis.As mentioned above, the program seemed to provide the evaluation forms for students
and teachers. In the written report, however, Natasha only briefly mentioned the students
program feedback, and did not provide the original evaluation forms. Therefore, we need to have
access the actual results of all evaluation forms for further needs analysis.
FindingsBy talking to the teachers involved in carrying out the Summer ICE program, analyzing
the feedback forms from the students involved in the program last year, and taking stock of
changes to the structure and participant body that will affect this years program, we were able to
come to a number of conclusions that will inform our development of the Summer ICE
curriculum. There will be two programs geared toward slightly different ages and ability levels.
A six-week program will run from July 1 to August 14 and consist of students who have scored
49 (iBT) or higher on the TOEFL. Additionally, this summer there will be a four-week program
that will coincide with the six-week program and run from July 15 to August 14. The four-week
program will be geared at a slightly lower level and will likely consist of slightly younger
students.Laurie Nesbitt will be returning as one of the teachers that will be working with the
students in this program and one new teacher will be hired. Last year, Natasha, the director, was
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involved in some of the teaching, but as the program grows, she is planning to work more
exclusively on the administrative side of things. Two assistants will be hired again this year to
help with organization of the program outside of the classroom as well as to teach the College
Life Skills course on Fridays. The general weekly schedule of the program is dominated by three
1.5-hour content-based core skills sessions Monday through Thursday in addition to a 1-hour
elective. The evenings also include time set aside for activities and homework/tutoring.The students will be from heterogeneous linguistic, sociolinguistic, geographical, and
cultural backgrounds. Though we do anticipate a significant contingent, like last year, to come
from the Middle East. This is a very significant fact since, again like last year, the program will
coincide with Ramadan. The particular constraints of Ramadan, in conjunction with more
general cultural/religious constraints that apply to Muslim students, have serious implications on
the activities that students will be able to participate in, the topics that can be reasonably covered
in the general content of the classes as well as the electives, and a number of other considerations
that will need to be accounted for in the development of this curriculum.Overall, our inquiries revealed a program that had a few rough patches and challenges in
its first year that were handled deftly on the fly by the faculty/staff. Natashas detailed report to
Patricia Szaz provided the most insight into the challenges faced and how they were met, as well
as what could be improved upon for this years program. Likewise, the student feedback forms
and personal contact with Natasha, Laurie, Jeff Fowler, and Karen Wong added depth to the
picture.Surprisingly for the inaugural offering of a Middlebury-Monterey program held in neither
Middlebury nor Monterey, the faculty and students were very satisfied with the location at Salve-
Regina in Newport and reported very few complaints. Though the weather was very warm, the
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students and staff were satisfied with their accommodations and pleased with the surroundings.
Karen Wong noted, The strength of Summer ICE is definitely the location! The historical
tourist town of Newport, RI provides a great environment for the students to learn about
American history and culture. The close proximity to Boston and NY allows excursions where
we can provide students learning beyond the classroom (K. Wong, personal communication,
March 26, 2013).Indeed, the excursions to Boston, New York City, and historical sites in Newport itself
were big highlights for the students. Nearly all of the student feedback forms mentioned the trips
as exciting and informative, and miraculously few mishaps and problems were encountered on
the way. Natasha does note that, particularly on the New York trip, the small group of students
facilitated ease of transport and allowed them to visit an impressive list of attractions and sites in
a very limited time. With twenty or more students, she cautions, the itinerary would have to be
much less ambitious.
The Salve-Regina faculty are also reported to have been very helpful, particularly in the
Active Listening and Note-takingseminar, in which the ICE students attended lectures by Salve-
Regina professors. Of these lectures, Understanding Gender Through Popular Culture by Dr.
Deborah Curtis resonated especially well with the students, and Dr. Curtis continued to take an
active role in the program following her lively and engaging lecture. Natasha and Laurie both
recommended continuing to offer this lecture and others as part of the curriculum in future, as it
familiarizes students with the college lecture setting and integrates listening and note-taking
skills.Laurie and Natasha were very satisfied with the scheduling format as well, particularly
with regard to the core classes. According to Natasha, The schedule of classes worked perfectly.
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The schedule was logical and well organized. I, therefore, propose keeping the same arrangement
for next summer (N. Frank, personal communication, March 7, 2013). This gives the curriculum
designers a solid horizontal framework in which to work. However, while the academically very
challenging core courses are reported by all to have been very effective thanks to the diligence of
the instructors in planning the curriculum during the course of the program, the elective courses
and evening programs left some room for improvement.Natasha, for her part, felt that the rigor of the electives distracted the students energies from
the core classes, resulting in several students struggling to finish their final projects. She proposes
revisiting the concept of the electives, and suggests making them less assignment-intensive and
more of a pleasant diversion from the production demands of the core classes. In a similar vein,
Jeff reported that the subject matter of some of the electives and the College Life Skills seminar
proved problematic on last summers course, particularly as Ramadan coincided with the program
and many of the students were forbidden to participate in a range of activities. During the music
and film elective, the Middle Eastern students decided they couldn't participate in the class
because it was Ramadan and they weren't allowed to listen to music. Ramadan will also occur
during the program this year and probably the next year as well. The other program assistant,
Lindsay, and I taught College Life Skills. We discussed last year how we thought this should be
called an elective and students should get a Pass/No pass from it because the students really didn't
take it seriously. Also, the life skills "curriculum" that we got last year asked us to talk about safe
sex practices, relationship/dating issues, and views of homosexuality. This was a taboo topic for
about half our students, so we did not discuss it. Keep that in mind if you work on the life skills as
an elective (J. Fowler, personal communication, March 17, 2013).
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According to Laurie, who taught both the Gender & Ethnicity and Pronunciation electiveslast summer, though they were a small but diverse group of students, they were all very
cooperative and did not give the teachers much of a hard time. She could not recall if there was
any specific incident where students were unwilling to cooperate on course work. However, she
also mentioned the overlapping of Ramadan with part of the summer course schedule meaning
that for last summers Music & Film elective, Muslim students were able to participate in the film
part of the course, but could not attend the music part because they were not allowed to listen to
music during Ramadan. It was new information which was unheard of until it began, so the
program director (Natasha) had to switch gears midway through the course planning. All of the
electives were two weeks long; students attended electives for one hour a day, and four days a
week. Laurie also added that they will be following the same schedule for this summer, so shell
be teaching Gender & Ethnicity and Pronunciation again.Just as the program director Natasha had mentioned, this summers program will be
overlapping with Ramadan again. However, Laurie said, in general, even with the overlapping it
doesnt really affect the class content much. The music issue was news to me and also a couple of
the Muslim students too (L. Nesbitt, personal, March 27, 2013). Which indicates maybe not even
the Muslim students knew that they could not listen to music until Ramadan started and they were
being told not to. Generally, Laurie thought the challenges from last summer was not really about
some Muslim students who couldnt participate in music part of the electives due to Ramadan, but
the fact that the one-month fasting period could greatly affect students intake on meals and their
ability to stay alert in classes because they had to get up early and stay up until late. In addition,
due to low-calorie intake during the fasting month, they were depleted of energy thus causing
them to be less enthusiastic in class, even had to fight off spontaneous naps as well. Laurie also
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noted that students adjusted to the US culture quite well, given that some of them had already
been in a US school for a year. Also, since it was a rather small group of students in last summer,
teachers and students were easily able to have discussions about cultural issues they found odd or
confusing.
As for if there was any difficulty for students following the instructions, Laurie mentioned
there were 4 students who had a bit of a hard time catching up with the rigorous course work,
especially one who had poor study habits which prevented him from asking for help, hence he
often did not finish his assignments on time. Another student seemed to lack comprehension, thus
he only did the assignment that interested him at the time. Though these students also expressed
that they were a bit overwhelmed with the quantity of the class work, they also appreciated the
disciplinewhich made their schedule stricter by requiring them to meet with the teachers at
specific times to do work and get their feedback. Initially the teachers were concerned that
students might view such discipline as punishment to them, but the students actually thought it
was very helpful and appreciated the stricter schedule, so the teachers were relieved when they
learned about the feedback. In general, students were all very respectful to teachers and tried to do
as much as they were expected.Lastly, when asked about students feedback on the electives, Laurie said she honestly had
not a clear clue whether it was great or not, since students were only required to complete course
evaluations for the core courses and the overall program itself, but electives were not included.
Her impression, however, was that 4 students in the Pronunciation class really enjoyed it. In her
Pronunciation class, they did a lot of interactive activities as well as role-playing. In her Gender &
Ethnicity class, everyone was interested in discussion of race in the US; but when the topic shifted
to womens issues, only the two Afghani girls were interested in the topic, whereas the male
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students were not particularly interested. She also added that Perhaps more of an issue is that our
students tend to be high school aged (16 - 20) and sometimes from conservative cultures, so some
consideration must be put into content to not offend or overwhelm them (L. Nesbitt, personal
communication, March 27, 2013).Conclusion Atthispointinourworkonthisprojectwefeelthatwehaveagoodideaofthe
needsandwantsofthemajorstakeholders.Wehavebeenintouchwiththeprogram
coordinator,thereturningteacher,pastprogramassistants,andthereturning
administrativeassociate.Additionally,wehavegatheredasmuchinformationaboutthe
studentpopulationaspossiblebyreviewingthecoursefeedbackfromlastyearsstudents.
Unfortunately,atthispointintime,weareunabletocommunicatewiththenewteacher
andincomingstudentsbecausetheyhavenotbeendeterminedyet.Wefeelpreparedto
beginworkondesigningthecurriculumforSummerI.C.Eatthispointandwelookforward
tothechallenge.
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Appendix A
Interview questions for Natasha Frank
(1) Four-week vs. six-week program, Whats the deal?
Are students typically grouped based on the placement exam, age, or a combination?
How are students placed? Is there a placement test or a TOEFL score that is used for placement?
(2) - Student demographics:
How many students are expected?
What language backgrounds do students have?
What is the typical economic background?
Whats the student living situation like?
What ages are the typical students?
Have students lived in an English speaking environment before?
- Are they returnees to the program or have they been involved in a similar program?
What is the expected gender makeup?
In regards to the Brazilian students who are going on to study nursing after ICE - how many arethey expecting?
- What are the other students educational goals?
Are students allowed to speak their L1 during breaks?
(3) - Teachers
How many teachers are there?
How many classes do teachers teach?
Do teachers teach alone or with co-teachers?
Who are the teachers? Already hired?Can we have their info?
Where do teachers live?
(4) - Classroom and Resources
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Statement 1 2 3 4 5 N/A
1.Studentsabilitytowriteshortessaysaboutfamiliar
topics
2.Studentsabilitytowritelonger,academicessays
3.Studentsabilitytoorganizeideaslogically 4.Studentsabilitytocreateparagraphswithatopic
sentenceandsmoothtransitions
5.Studentsabilitytousevocabularyappropriatelyin
writing
6.Studentsgraspofgrammar,spelling,andpunctuation
7.Studentsoverallwritingability
Listening
Statement 1 2 3 4 5 N/A1.Studentsabilitytounderstandasimple
conversationsinEnglish
2.StudentsabilitytounderstandanacademiclectureinEnglish
3.Studentsabilitytounderstanddifferentratesof
speechanddifferentaccentsinEnglish
4.Studentsabilitytounderstandaspeakersmainpoint
5.Studentsoveralllisteningability
Speaking
Statement 1 2 3 4 5 N/A
1.Studentsabilitytoholdasimpleconversationsin
English
2.Studentsabilitytoparticipateinmorecomplicated,academicdiscussions
3.Studentspronunciation,stressandintonation
4.Studentsabilitytoconveyhis/herpoint
5.Studentsabilitytousetheappropriatevocabulary
6.Studentsoverallspeakingskills
StudySkills
Statement 1 2 3 4 5 N/A
1.Studentsabilitytocompleteassignmentsontime
2.Studentsabilitytofollowassignmentguidelines
3.Studentslevelofmotivation
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4.Studentsclassparticipation
5.Studentsabilitytoworkwithothers
6.Studentsoverallqualityofwork
AdditionalQuestions
1.Whatarethestudentsgreateststrengths?
2.Whatarethestudentsgreatestweaknesses?
3.WhywouldyourecommendthisstudentforanintensivecollegeEnglishlanguageprogram?
4.Pleasefeelfreetomakeanyothercomments.
Icertifythattheinformationaboveistrueandaccurate.
Signature:____________________________________________________________
Date:__________________________________________________________________
Oncecompleted,pleasesendusthisformbyemail,faxormail.
Byemail: [email protected]
Byfax: +1-831-647-3534
Bymail: IntensiveEnglishPrograms
MontereyInstituteofInternationalStudies 460PierceStreet
Monterey,CA93940USA
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AppendixC
StudentSelf-Evaluation
EnglishLanguageProficiency
StudentSelf-Evaluation
Overview
Thepurposeofthisself-evaluationistogiveususefulinformationaboutyourEnglish
languageskills.Thisinformationwillhelpusdetermineifyouhaveahighenoughleveltobenefitfromourprogram.
Directions
Readeachstatementcarefully.Reviewthescalebelow.PutanXintheboxthatmost
accuratelydescribesyou.Answertheopen-endedquestion(s)attheendofeachsectionandattheendofthequestionnaire.Pleaseanswerthequestionsastruthfullyaspossible.
Whenyouhavefinished,pleasesign,date,[email protected],youcanfaxormailyourformtousattheaddressatthe
bottomoftheform.
RatingScale
1=Stronglyagree 2=Agree 3=Somewhatagree
4=Somewhatdisagree 5=Disagree 6=StronglydisagreeYourFullName(printortypeclearly):____________________________
NumberofyearsstudyingEnglish:________________
Reading
Statement 1 2 3 4 5 6
1.Ienjoyreadinginmynativelanguage.
2.IenjoyreadinginEnglish. 3.Whenreadingsimpletexts,Icanunderstand
everything.
4.Whenreadingacademictexts,Icanunderstandeverything.
5.Whenreading,Ialwaysuseabi-lingualdictionary. 6.Whenreading,Iamalwaysabletofindthemainpoint.
7.Iamverygoodatquicklyfindinginformationinatext.
8.Iamverygoodatusingmyownwordstoretellastory. 9.Ihaveaverywell-developed,academicvocabulary.
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10.Iamverygoodatguessingthemeaningofnewwords
fromcontext.
11.WhatdoyouwanttoimproveaboutyourreadingskillsinEnglish?
Writing
Statement 1 2 3 4 5 6
1.Ienjoywritinginmynativelanguage. 2.IenjoywritinginEnglish.
3.Icaneasilywriteshortessaysaboutfamiliartopics. 4.Icaneasilywritelonger,academicessays.
5.Icaneasilyorganizemyideaslogically.
6.Icaneasilyrelatedifferentideastogether. 7.Icaneasilycreateparagraphswithatopicsentence.
8.Ihaveaverywell-developedvocabularythatIcaneasilyusewhenwriting.
8.Icaneasilyuseavarietyofdifferentsentencetypes.
9.Icaneasilywritewithfewgrammatical,spelling,andpunctuationmistakes.
10.Icaneasilyreviseandeditmyownwriting.
11.WhatdoyouwanttoimproveaboutyourwritingskillsinEnglish?
Listening
Statement 1 2 3 4 5 6
1.IenjoylisteningtoradioorwatchingTVandmoviesinEnglish.
2.Whenlisteningtoasimpleconversation,Icanunderstandeverything.
3.WhenlisteningtoaTVshowormovie,Icanunderstand
everything.
4.Whenlisteningtoanacademiclecture,Icanunderstand
everything.
5.WhenIamlisteninginEnglishIfeelverycomfortable. 6.IcaneasilyunderstanddifferentEnglishlanguage
accents.
7.Icaneasilyunderstanddifferentratesofspeech(fast
andslow)inEnglish.
8.Icaneasilyguessthemeaningofnewwordsfromcontext.
9.Iamverygoodatunderstandingaspeakersmainpoint.
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10.Iamverygoodatunderstandinghowideasarerelated
toeachother.
11.WhatdoyouwanttoimproveaboutyourlisteningskillsinEnglish?
Speaking
Statement 1 2 3 4 5 6
1.IenjoyspeakingEnglish.
2.IfeelverycomfortablespeakinginEnglish. 3.IcaneasilyhavesimpleconversationsinEnglish.
4.Icaneasilyparticipateinmorecomplicated,academic
discussions.
5.Idonothaveanyproblemswithpronunciation.
6.Idonothaveanyproblemswithstressandintonation. 7.Icaneasilyspeakwithoutmakinggrammaticalmistakes.
8.Whenspeaking,Iam verygoodatgettingmypointacross.
9.Whenspeaking,Iamverygoodataskingforan
explanation.
10.Whenspeaking,Iamverygoodatusingthe
appropriatevocabulary.
11.WhatdoyouwanttoimproveaboutyourspeakingskillsinEnglish?
ClassroomandPeerInteraction
Statement 1 2 3 4 5 6
1.Ifeelverycomfortableaskingquestionsinclass.
2.Ifeelverycomfortableexpressingmyopinioninfront
ofothers.
3.Ifeelverycomfortableaskingtheteacherforan
explanationifIdontunderstandsomething.
4.Ifeelverycomfortableaskingtheteacherforextrahelp. 5.IfeelverycomfortablespeakingEnglishwithmy
classmates.
6.Ifeelverycomfortableworkingwithapartner.
7.Ifeelverycomfortableworkinginasmallgroup.
8.IfeelverycomfortableusingEnglishoutsideofclass.
LearningStyleandWorkHabits
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Statement 1 2 3 4 5 61.Iprefertolearnbyreadingtexts.
2.Iprefertolearnbylisteningtolecturesandexplanations.
3.Iprefertolearnbywritingthingsdownandtakingnotes.
4.Iprefertolearnbyseeinginformationwrittendown
andreinforcedwithvisualdiagramsandpictures.
5.Iprefertolearnbyusingmyhandsorthroughmovement.
6.WhenIgetanassignment,IalwaysaskforanexplanationifIdontunderstandwhattheteacherwants.
7.WhenIgetanassignment,Ialwaysstartworkingonit
immediately.
8.WhenIgetanassignment,Ialwaysfollowthe
directionscarefully.
9.Ineverturninanyassignmentslate. 10.IalwayscheckmyworkforerrorsbeforeIgiveitto
theteacher.
AdditionalQuestions
1. Whichskill(reading,writing,listeningorspeaking)isthemostdifficultforyou?Why?
2. Whichskill(reading,writing,listeningorspeaking)istheeasiestforyou?Why?
3. WhatwouldyoumostliketoimproveaboutyourEnglishlanguageskills?
4. PleasefeelfreetomakeanyothercommentsaboutyourEnglishlanguageabilities.
Icertifythattheinformationaboveistrueandaccurate.
ApplicantSignature:____________________________________________________________
Date:__________________________________________________________________
Oncecompleted,pleasesendusthisformbyemail,faxormail.
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Byemailto: [email protected]
Byfaxto: +1-831-647-3534
Bymailto: IntensiveEnglishPrograms MontereyInstituteofInternationalStudies 460PierceStreet
Monterey,CA93940USA
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Appendix D
Participant Feedback
Participant Feedback
Toward the end of the program, we administered a questionnaire to the students. We
adapted a Monterey Institute form that is used for the ESL program. The questionnaire containedthirteen statements. For the first nine statement, the students were asked to select one of the
following options:1 2 3 4 5
Strongly disagree Disagree Not sure Agree Strongly agree
After each question there was also a section for the students to write comments. The last section
of the questionnaire contained open-ended questions for the students to answer.
The results of this program evaluation are summarized in the table below. The
Statement 1 2 3 4 5
1. I am satisfied with the classes offered in the program. 4 32. Class activities and projects have helped me improve my
English.
1 6
3. The program assistants were available when I needthem, and their explanations were clear and helpful.
3 4
4. The evening programs have been helpful and fun. 1 1 1 2 25. I felt comfortable talking to my teachers both in and
outside of class.
2 5
6. I had a good relationship with the Director (NatashaFrank) and Administrative Associate (Karen Wong).
3 4
7. The classrooms, computer labs, and other facilitiesprovided a good learning environment.
3 4
8. I was satisfied with the trip to Boston. 1 5 19. I was satisfied with the trip to New York City. 1 4 3
Student Commentsfor questions 1-9 (reproduced verbatim)
I am satisfied with the classes offered in the program.
Everything was well make. Was interesting andchallenging.
I learned a lot and it will help for my comingschool.Class activities and projects have helped me improve myEnglish.
It was helpful from every side. Everything wasamazingly.
I learn a lot this summer.
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I improved my speaking and writing I learned a lot and it will help for my coming
school.
The program assistants were available when I need them,
and their explanations were clear and helpful. I felt like the teachers were there all the time. The classes were understandable.
The evening programs have been helpful and fun.
They were pointless. Was funny talking, sharing each others view. Was
interesting.
The time be in 8-9 it will be much better. The extra help could quiet helpful, other activities
wasted of times
It was wonderful and helpful to complete my H.W.I felt comfortable talking to my teachers both in and
outside of class.
Teachers were kind and open, which makes us closewith teachers and could show if we problems or
anything
Teachers were so friendly. They were very friendly I was talking easily
I had a good relationship with the Director (NatashaFrank) and Administrative Associate (Karen Wong).
I enjoyed my summer a lot. Both Natasha and Karen are adorable and there for
us all the time. They are amazingly. Had a goodrelationship with them.
They were very friendly They are friendly with all the students
The classrooms, computer labs, and other facilities
provided a good learning environment.
It was perfect. Education environment was like itshould be. Well organize.
We did on computer a lots of interesting and helpfulthings
N/AI was satisfied with the trip to Boston.
Not enough free time
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More time Trip was very interesting but if this program could
arrange food, then it would be even better.
N/A many picturesI was satisfied with the trip to New York City.
Not enough time More time This was the best trip. Had so much fun. We saw all that we could see! N/A love it
Open Ended Questions 10-13 (Reproduced verbatim)
10.What was your favorite activity (in class or outside of class) this session? Talking with my classmates. In class gender and Ethnicity, out class visiting breakery house Final project, trip to New York City I liked our trips and our evening program Evening session was very interesting. That time I learn a lot from other students My favorite activity is free time and sleeping/ Boston/ New York/ 4 th of July/
beaches/ BBQ/ trips to town
The lectures and the mansion tour11.Did the food and housing accommodations fit your needs?
I was good with it.
Yes it did Not sure It was perfect. We had a lot of food. Weekdays was good since we eat in dining hall. But weekend food are not bad,
except during that Muslim day.
The food in weekends are bad They were OK. Room was hot and uncomfortable (too much light). The food was
tasty and it was too early.
Better windows, food and dorm12. What suggestions would you make for improving the program next year?
It is very good _______ _______ You are perfect, no needJ. Everything was well planned and was very interesting. Less time studying, less homework, sleeping in until 10 am.
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13. Would you recommend Middlebury-Monterey Summer Intensive College English to afriend? Why or why not?
I dont know. Yes, because its good start if you never been in the U.S. Of course. But I think this better if next year the class will be as small as this of
this year. I learned so many things. My English improved. I would suggest my SOLA
sisters and my Afghan sisters to join the program.
Yes, I dont have to give big examples. It was very helpful for me and it would begreat for others, who need like I did.
Of course, it is very helpful. Yes, the program helped me a lot on improving my English.