AEI Profile Report Dec13-01

AMERICAN ENGLISH INSTITUTE A PROGRAM OF THE DEPARTMENT OF LI NGUISTI CS AT THE UNI VERSI TY OF OREGON I
THE AMERICAN ENGLISH INSTITUTE IS A

PROGRAM OF THE DEPARTMENT OF LINGUISTICS
2013 Annual Report
II AMERICAN ENGLISH INSTITUTE A PROGRAM OF THE DEPARTMENT OF LI NGUISTI CS AT THE UNI VERSI TY OF OREGON
Contents
Global Reach and Mission 1
Overview
Program Contributions to the UO
Enrollments
Instructional Faculty and Professional Staff
Graduate Teaching Fellows
Research and Scholarship
Professional Afliations
Academic English for International
Students (AEIS) 5
AEI Curriculum Overview and Advising
Campus Partnerships
Graduate AEIS 610
International Graduate Teaching Fellows Training
International Business Communication Program
Intensive English Program 7
Teaching Philosophy
IEP Curriculum Overview
Student Academic Success
Student Life and Engagement
Enrollment and Growth
Funding Support and Scholarships
Student Matriculation and Achieving Outcomes
Teacher and Professional Training 14
eLearning
On-Site Sponsored Programs
ASSOCIATE HEAD OF LINGUISTICS
Doris Payne
dlpayne@uoregon.edu
541-346-3894
AEI DIRECTOR
Cindy Kieffer
ckieffer@uoregon.edu
541-346-2776
AEI ASSOCIATE DIRECTOR
Alison Evans
aevans@uoregon.edu
541-346-0476
AEI eLEARNING DIRECTOR
Leslie Opp-Beckman
leslieob@uoregon.edu
541-346-1095
AEI SPONSORED PROGRAMS DIRECTOR
Emily Rine Butler and Donna Shaw
erbutler@uoregon.edu
dshaw@uoregon.edu
541-346-5803
AEI FINANCE ASSISTANT DIRECTOR
Melynn Bates
melynn@uoregon.edu
541-346-2442
AEI STUDENT SERVICES ASSISTANT DIRECTOR
Amy Harter
aharter@uoregon.edu
541-346-8780
AEI MARKETING AND
ALUMNI RELATIONS DIRECTOR
Wendy Ames
wendya@uoregon.edu
541-346-8770
IEP HEAD ACADEMIC ADVISER
Angela Dornbusch
adornbus@uoregon.edu
541-346-9376
American English Institute
107 Pacic Hall
5212 University of Oregon
Eugene OR 97403-5212
AMERICAN ENGLISH INSTITUTE A PROGRAM OF THE DEPARTMENT OF LI NGUISTI CS AT THE UNI VERSI TY OF OREGON 1
Mission Statement
The American English Institute (AEI), as an
accredited program of the Department of
Linguistics, serves the educational mission of
the University of Oregon through scholarship,
English-language instruction, and English-
language professional training. The AEI
champions the universitys mission of
internationalization and is a leader in helping
achieve the universitys goals for diversity and
student success. The AEI supports the university
in the integration of international students into
all aspects of campus life, and collaborates
with faculty members across campus toward
creating a successful academic experience for all
international students.
The AEI seeks to attract and train the highest caliber of
international students. The curricula of the AEIs on-site
and online programs are informed by language acquisition
and pedagogical research and are the foundation for
fostering the language and academic skills necessary for
Global Reach Across Programs
academic and lifelong success. To achieve the universitys
and the AEIs shared mission, the AEI is committed to
further developing and enhancing the following:
International student academic success
Support to campus faculty members teaching
international students
Creative leadership in innovative language pedagogy
Excellence in faculty development and support for
faculty research
A compelling teaching and learning environment
Graduate and undergraduate education support in the
Department of Linguistics
In 2013, the AEI administration, faculty, and staff drafted
a new ve-year strategic plan and renewed our pledge
to further strengthen collaboration with UO departments,
schools, colleges, and support units.
IEPTeacher Training
AEISTeacher Training
IEPAEISTeacher Training
Teacher Training
2 AMERICAN ENGLISH INSTITUTE A PROGRAM OF THE DEPARTMENT OF LI NGUISTI CS AT THE UNI VERSI TY OF OREGON
Overview
AEI 2012-13 Number
of Individual Students
Enrolled Across
Programs
IEP 1,517
37%
eLearning 1,203
30%
AEIS 1,293
32%
Sponsored
Groups 26
1%
4,039
Contributions to the UO
The AEI is one of the largest institutes
of its kind in the U.S. It provides English-
language educational programs to thousands
of students and educators yearly. An active
program of the Department of Linguistics since
1978, the AEI offers the following academic
program opportunities for matriculated and
nonmatriculated international students:
Academic English for UO
International Students (AEIS)
English reading, writing, and oral communication
courses advance English-language learners expertise in
English for academic purposes.
AEIS courses adjoined to department-specic courses
help matriculated international students access
specialized academic elds and accelerate their English
skills.
Graduate student English training helps prepare
international graduate teaching fellows for the U.S.
classroom culture and teaching.
Writing courses for graduate-level students help English
speakers of other languages (ESOL) acquire advanced
U.S. academic writing standards.
Intensive English Program (IEP)
Accredited English instruction prepares conditionally
admitted students and other prospective undergraduate
and graduate students, exchange students, and adult
language learners with advanced prociency to ensure
university-level success.
Teacher and Professional Training
eLearning
English-language instruction and teacher training serves
participants around the globe.
International English teachers of specic content receive
enhanced training.
Short- and long-term programs provide groups of
sponsored students, English teachers, and international
scholars with advanced English training.
Program participants are involved in Individualized
Education Program (IEP) courses, UO courses, and
special courses developed for their language needs and
goals.
Instructional
Faculty and
Professional Staff
True to our mission and core
values, the AEI is committed
to maintaining a highly
qualied faculty and staff
and to providing a healthy,
professional, and sustainable
work culture.
All eighty-plus instructors have MAs
or PhDs in linguistics, teaching
English to speakers of other
languages (TESOL), or related
elds with signicant overseas
experience. AEI instructional faculty
members teach across AEI programs,
staying current on best practices for
classroom and online teaching and
expanding their capacity for new
and innovative teaching and learning
pedagogy.
Overview
Graduate
Teaching Fellows
Committed to the next generation of
language instructors, the AEI provides
graduate students with year-round
teaching, training, and research
experience and nancial support.
GTFs work closely with a faculty team
and many go on to work in the eld,
both domestically and overseas.
AEI Annual GTF Support
Year Total Department
200910 9
Linguistics, Educational Leadership, Community Education,
Curriculum and Teaching
201011 15 Linguistics and Educational Leadership
201112 14 Linguistics and Educational Leadership
201213 16 Linguistics, Critical-Sociocultural Education, and Educational Leadership
201213 Research
Excellence Award
AEIs director of eLearning, Leslie Opp-Beckman, PhD
(center), was honored by the University of Oregon president
in 2013 for her exemplary research and leadership in the
eld of computers and language learning (CALL) through
the development of online programming for English as a
foreign language (EFL) educators, e-learning, and blended
learning programs, applied research and publication, grant
funding procurement, and the development of online and
print materials.
Fall 2012 AEI Faculty and Staff
In 201213, the AEI community
engaged in a new ve-year Strategic
Plan Initiative, creating a shared
vision and framework informing
every aspect of our work. The AEI
works collaboratively in peer groups
and with campus partners to help
international students meet related
academic language needs.
Professional Afliations
TESOL seeks to advance professional expertise in English-language teaching and learning for
speakers of other languages worldwide.
University and College Intensive English Programs (UCIEP) is an independent consortium of
university-administered English programs serving to advance professional teaching standards.
Members are commited to ensure students receive the highest-quality instruction from trained,
professional teachers.
The AEI has been a member of NAFSAs international education programs for more than
thirty years. NAFSA serves international educators and their institutions and organizations
by establishing principles of good practice, providing training and professional development
opportunities, providing networking opportunities, and advocating for international education.
Education USA is a network of hundreds of advising centers in 170 countries, where millions of
international students each year nd accurate, comprehensive, and current information about how
to apply to accredited U.S. colleges and universities. The Education USA network is supported by
the U.S. Department of States Bureau of Educational and Cultural Affairs.
The membership of the American Association of Intensive English Programs (AAIEP) includes more
than 330 accredited programs in university, college, or city-center locations across the USA.
Overview
Research and
Scholarship
In 2012, the AEI demonstrated
its committment to research in
theoretical and applied language
acquisition and pedagogy
through collaborative course
work projects for the language
teaching specialization (LTS)
MA program, the undergraduate
certicate in Second Language
Acquisition and Teaching
(SLAT), and the English for
International Graduate Teaching
Fellow program (IGTF).
Beyond teaching, in 201213, AEI
faculty members engaged in peer
group, ESOL-related research,
presenting at regional, national, and
international conferences including
TESOL, Educause, National
Association of Foreign Student
Advisers (NAFSA), and served on
committees for Oregon Teachers
for Speakers of Other Languages
(ORTESOL) and TESOL.
A sampling of 201213 AEI research
activity:
Deborah Healey, PhD, was the
keynote speaker for the 2013
International Language for
Communication Conference.
Kay Westereld was an invited
plenary speaker in Taipei at the
International Conference on English
Education at Shih Chien University.
Courtney Cunningham was a
plenary speaker at two workshops
at the Second International
Conference on English Pedagogy,
Language, and Literatures at the
Universidad de Costa Rica.
Trish Pashby, PhD, led a ve-
person delegation from the UO
for a two-day faculty development
workshop for instructors at Japans
Nagoya University.
Academic English for
International Students (AEIS)
AEIS Curriculum Overview
University of Oregon
international students take
an English prociency test
during their International
Student Orientation (ISO) to
help determine their English
preparedness. Many go on to
enroll in AEIS course work
designed to help matriculated
students further enhance
English skills needed for
successful communication,
cultural integration, and
participation in the academic
environment of the university.
AEIS courses are four credits each,
and are taught by AEI faculty.
Enrollment in these courses has
increased over time; each course has
had at least a 20 percent increase
from 2008 to 2012. Enrollment in
AEIS classes is expected to continue
this growth trend in coming years.
AEIS Advising
In fall 2013, the AEIS opened its
own advising ofce. This is the rst
time the program has taken on the
role of advising its students, which
was originally a function of the
Ofce for International Affairs. The
Advising Ofce is staffed by rotating
faculty members. Students may
make appointments or drop in during
normal working hours.
AEIS 101 Introductory Academic Oral Communication. Students enhance their speaking
and listening skills through small group presentations and discussions, mirroring the
discourse patterns of their academic classes.
AEIS 102 Advanced Academic Oral Communication. Students review skills introduced in AEIS
101 and further develop oral-aural competence, emphasizing speaking in small groups
and in formal class presentations.
AEIS 107 Reading Academic Discourse. Students learn eective study skills in approaching
material from written academic texts for overall comprehension, reading speed, and
vocabulary development.
AEIS 108 Advanced Reading Academic Discourse. Students learn strategies to better
comprehend nonsimplied texts on a variety of topics, conducting eective key word
searches on library databases to create annotated bibliographies on academic topics.
AEIS 110 Introductory Academic Writing. The rst sequential academic writing course, which
helps students further develop university-level writing skills with a focus on sentence
and paragraph structure.
AEIS 111 Intermediate Academic Writing. The second sequential academic writing course,
which helps students further develop university-level writing skills with a focus on
components of an argument, essay writing, and essay exams.
AEIS 112 Advanced Academic Writing. The third sequential academic writing course, which
helps students further develop university-level writing skills with a focus on developing
position papers and multiple-source library research papers.
Some AEIS courses offer special content that is linked to specic UO classes.
For 201314, these include the following:
AEIS 112 + INTL 250 International Studies: Values Systems Cross-Cultural Perspectives
AEIS 102 + PHYS 101 Physics: Essentials of Physics
AEIS 107 + HUM 101 Humanities: Introduction to the Humanities
Campus Partnerships
AEIS faculty members work with campus partners and
the Teacher Effectiveness Program (TEP) to provide
workshops on campus to help
fully acclimate students into the U.S. educational system
improve support for the academic success of
international students
encourage intercultural dialogue and learning
Graduate AEIS 610
In response to requests by both international graduate
students and faculty members, the institute offers AEIS
610, Experimental Course: Academic English for Graduate
Students, an academic writing course for international
graduate students. While some of the skills covered reect
those of 100-level AEIS courses, AEIS 610 develops
familiarity with more formal research writing. Based on
AEIS
Total Students Enrolled in
AEIS Courses in 201213
Course Placement Comparisons
for 201213
positive feedback from students and faculty members, the
AEI continues to seek ways to expand this offering.
International Graduate Teaching
Fellows Training (IGTF)
International graduate students whose fellowships include
teaching at the UO face linguistic demands that cannot be
measured by tests like the TOEFL. Two IGTF courses train
international graduate teaching fellows in oral skills and
English for classroom communication.
International Business Communication
(IBC) Program
The AEI has worked with the Lundquist College of
Business since fall 1996 to offer a series of ve courses
in international business communication. While primarily
serving undergraduate business majors, the program is
open to students from all majors who want to build skills
in effective intercultural business communication on a
global scale. Nonnative speakers of English who are
international students or rst generation immigrants can
take all ve courses and receive a letter certifying mastery
in international business communication.
The responsibility for courses and curricula is shared
between the AEI and the business college, with AEI
faculty members typically responsible for BA 361, Cross-
Cultural Business Communication, BA 363, Effective
Business Presentations, and BA 364, International
Business Research. The business college covers BA 362,
Effective Business Writing, and BA 365, Cross-Cultural
Negotiation, as well as primary student advising.
Elective Options
Students may choose up to six
hours of electives
Courses may include test
preparation, pronunciation,
business English, conversation
practice, spelling, and project-
based and content learning
IEP Accreditation
The AEIs Intensive English Program
is fully accredited by the Commission
on English Language Program
Accreditation (CEA) and upholds the
CEA standards for English language
programs and institutions. CEA is
recognized by the U.S. Secretary
of Education as a reliable authority
concerning the quality of education
or training offered by the English-
language institutions and programs it
accredits.
Intensive English Program (IEP)
For more than thirty years, the
American English Institutes
Intensive English Program
has prepared international
students with English skills to
meet the demands of university
study. The majority of our
IEP students continue on to
matriculate to the UO.
Teaching Philosophy
Instruction in the IEP strives to
dynamically, meaningfully, and
communicatively integrate the
four skills of listening, speaking,
reading, and writing by making use
of appropriate authentic content
and academic tasks. Students are
expected to engage actively in a
variety of class activities, and are
encouraged to extend and apply their
learning to the environment beyond
the classroom. Ongoing assessment,
based on performance objectives,
measures students progress and
provides specic constructive
feedback.
IEP Curriculum
Overview
The IEP is composed of seven levels
of core courses and a variety of
electives for a total of eighteen to
twenty-two instructional hours per
week. Students also have the option
of signing up for two hours a week of
one-on-one time with a UO student
trained as a conversation partner and
participating in a variety of volunteer
and recreational activities.
Reading-Writing-
Grammar (RWG)
Twelve hours per week (required)
Students develop basic literacy
skills at the lower levels and
academic reading and writing at
the upper levels
Explicit grammar and vocabulary
study is directly applied in reading
and writing assignments
201213 Total
Class Sections
RWG 172
Class size:
1018
Average
student-
to-teacher
ratio: 12:1
OCS 175
Electives 35
Oral Communication
Skills (OCS)
Six hours per week (required)
Personal communication (listening
and speaking) is emphasized at
the lower levels; the upper levels
focus on academic listening and
discussion skills
Trained UO student tutors attend
OS classes one hour a week to
provide more interaction with native
speakers
Tutoring Services
AEI Tutoring Services coordinates the following programs,
helping connect IEP students with matriculated UO
students to develop a supportive network of friendships
and cultural informants.
Conversation Partners. IEP students can meet twice
weekly with a university peer. Sessions are student-
centered, encouraging IEP students to practice class
assignments or just talk.
IEP Students Enrolled in
Conversation Partner program
IEP Student Academic Success
Even before students arrive, the staff and
faculty are working to help prepare them for
academic and cultural adjustment. Online training
videos and prearrival resource guides provide
information students need to be successful
learners in the U.S. educational context.
AEI New Student Orientation
At the beginning of each term, the AEI runs a
comprehensive, weeklong orientation to accelerate
students familiarity with each other, the UO campus,
academic systems, resources, and expectations. With
the help of campus partners and returning students,
orientation programming continues throughout the term.
Academic Planning and Advising
The IEPs academic advisers work one-on-one with
students to ensure they are placed in courses that best
t their language level. A major part of the advising role
is to troubleshoot and guide students through the U.S.
academic system and assess progress toward program
and student learning goals.
Advisers also help eligible students enroll in university and
extracurricular courses, develop study plans, and pursue
college and university admission through the Community
Education Program (CEP). Training efforts include
information on
academic integrity
the Student Code of Conduct
In-Class Trained UO Student Tutors. Tutors attend
weekly classes for instructor-guided small group activities.
Drop-In Help Sessions. The tutoring ofce is open
for help on assignments, TOEFL practice, or additional
conversation practice.
Technical Tutoring. IEP students can pay for as much as
eighteen hours of additional writing and grammar tutoring
per term.
IEP Student Life and Engagement
The AEI takes full advantage of
its location in the heart of the
University of Oregon campus.
IEP students are integrated
into the academic, social, and
cultural network of campus, but
with a supportive home in the
IEP.
Social and Cultural
Activities
The AEI organizes IEP students
around a variety of social,
recreational, and cultural activities
on and off campus with the goal of
helping students build relationships
with each other and with the larger
community.
2012 Programming Highlights
Hiking
Eugene Ballet
University Theatre
Biking trips
Student Culture Night
Bowling and ping pong
Game nights
Student Volunteer Corps:
Service-Learning
The AEI organizes learning
opportunities with campus and
community partners to ensure
students have an active role
in generating, planning, and
implementing weekly recreation
and service-learning projects,
giving students direct leadership
development and experiential learning
opportunities.
2012 programs included
Boys and Girls Club game day
Food for Lane County kitchen and
gardening projects
Habitat for Humanity house
painting
Martin Luther King day of service
The Arc of Lane County eld day
Campbell Senior Center
neighborhood service
Housing Options
In 2012, 20 percent of students lived
on-campus, 20 percent in homestay
environments, and the rest with
friends and family off campus.
AEI Homestay
This year, more than 187 students
were placed with local homestay
families.
Healthy Campus
Eugene and the UO campus
promote an active and healthy
lifestyle. Students have access to the
recreational center, rental bikes, the
county bus system, and a footpath
that connects the campus to the city
park system.
Accessibility
Getting to and around campus is
easy by foot, bike, bus, or wheelchair.
Students needing additional
assistance should contact the AEI
or the UOs Accessible Education
Center.
Immigration and SEVIS
Advising
The AEI provides students and
their dependents with individualized
immigration advising from their
initial point of contact through
the length of their time in the IEP
program. Compliance issues specic
to English language programs
include Student and Exchange
Visitor Information System (SEVIS)
enrollment, full-time study, temporary
leaves, nancial changes, change
of status, and academic transfers or
matriculation.
IEP Enrollment and Growth
IEP Direct Admits
IEP direct admits come for various purposes, often sent by
their universities, employers, or governments to develop
English-language skills. In 201213, several distinguished
international fellows came to the AEI through the Institute
of International Education (IIE) to prepare for academic
programs sponsored by
FulbrightLaspau
Brazil Science Mobility Program (BSMP)
Conditional Admits
Partnering with the universitys Ofce of Admissions,
in 201213, the IEP enrollment averaged 45 percent
conditionally admitted undergraduates. Conditional admits
meet all academic requirements for UO admission, with
the exception of English language requirements.
IEP 201213 Enrollment by Type
AY Total Enrollment
IEP Growth Per AY Term
1,400
1,200
1,000
800
600
400
200
0
428
594
818
1,085
1,190
1,293
200708 200809 200910 201011 201112 201213
UO Conditional
Admits
45%
AEI Short-term
Integrated Groups
7%
AEI Direct
Undergrad
19%
2009 F 2010 W 2010 S 2010 F 2011 W 2011 S 2011 F 2012 W 2012 S 2012 F 2013 W 2013 S
AEI Direct
Post-Bac
29%
800
700
600
500
400
300
200
100
0
433 430
459
619
635 638
730
713
676
652
633
757
IEP by Country Enrollment Trends
Diversity brings life to our classrooms and programs! The
footprint of our IEP students, whether they are on campus
for a term or for several years, contributes to the diversity
experience for the entire UO student body and staff.
International students want to be a part of the larger
community, to study, learn, interact, share their culture, and
experience academic success.
Saudi Arabia 1,319 50%
China 881 33%
Japan 188 7%
Korea 87 3%
Kuwait 59 2%
Taiwan 32 1%
Ecuador 11 <1%
UAE 9 <1%
Brazil 6 <1%
Thailand 6 <1%
USA 6 <1%
Qatar 4 <1%
Spain 2 <1%
Vietnam 2 <1%
Chile 1 <1%
Columbia 1 <1%
Costa Rica 1 <1%
Honduras 1 <1%
Libya 1 <1%
Mongolia 1 <1%
Myanmar 1 <1%
South Africa 1 <1%
Tanzania 1 <1%
Timor Leste 1 <1%
Ukraine 1 <1%
Yemen 1 <1%
IEP Short-Term Integrated Programs
The AEI has contracts with various universities to
place student groups directly in the IEP. Some short-
term integrated programs request additional thematic
course design.
In 201213, groups arrived from
Hannan University, Osaka, Japan
Kobe Shukugawa Gakuin University, Kobe, Japan
Senshu University, Osaka, Japan
Takachiho University, Tokyo, Japan
Tamagawa University, Tokyo, Japan
Waseda University, Tokyo, Japan
Maritime University, Busan, Korea
Universidad San Francisco de Quito, Ecuador
IEP Funding Support
The AEI has partnered with the UO and with national and
international private and government organizations to
support geographic and ethnic diversity for students with
limited economic resources. In 201213, the AEI awarded
more than $66,000 in scholarships.
Directors Scholarship
The AEI has long-standing relationships with organizations
like Mobility International USA (MIUSA) and the
Environmental Law Alliance Worldwide (ELAW) to support
short-term, need-based exchange scholarships for
students from economically disadvantaged regions of the
world.
The Americas Group Exchange
Scholarship
This scholarship was created in 2012 to encourage group
exchanges from underrepresented regions by offsetting
tuition expenses. It builds on instructors long-term
relationships with universities and nonprot governmental
and nongovernmental organizations. Scholarships were
offered to Colombia Fulbright and Universidad San
Francisco de Quito groups.
Opportunity Scholarship for IEP
Students (OSIS)
Launched in 2013, the OSIS scholarship is a cornerstone
in our mission to increase diversity and access for
students from under-represented countries. OSIS
scholarship awards are based on
past academic performance
intermediate-level English prociency
nancial need
tentative conditional admission to the university
leadership and a stated commitment to participate in
community-building activities
cultural and/or ethnic underrepresentation within the IEP
IEP Student Matriculation
Students who are accepted to AEI and who meet the
academic requirements for admission are granted full
admission to the UO. While studying at the AEI, students
may also submit a valid passing TOEFL score to be
considered for full admission to the UO or successfully
complete AEI Level 6 course work in the Intensive English
Program. Qualifying conditionally admitted students can
choose to matriculate to the UO as new freshmen or
transfer students.
The number of AEI students who matriculate to the UO
is steadily increasing. While they constitute a small
proportion of new freshmen, AEI students make up 50
percent of all international students matriculating as Fall
term freshmen.
Achieving Outcomes
Reports from the UO Ofce of
Enrollment Management show that
IEP students go on to be successful
at the university, maintaining a grade
point on par with the average UO
freshman. Such data show that
students who complete the IEP have
the academic preparedness and
determination needed to be highly
successful.
In 2012, more than 156 IEP students
indicated to the AEI that they had
successfully been accepted to
other US institutions, including the
following:
Boise State University
California School of Health
Sciences
Gonzaga University
Indiana University
Lawrence Technological University
Lewis and Clark
Portland State University
Oregon State University
Tennessee Tech University
University Massachusetts
University of Hartford
Willamette University
Wright State University
Eligible for UO: Paper-Based TOEFL (PBT)
and Level 6 Completion
Performance Comparison of New First-Time Freshman in the Fall
Fall 2005 through 2011
TERM FRESHMAN
CATEGORY
NEW
FRESHMAN
HEADCOUNT
AVERAGE UO
GPA
FIRST FALL
TERM
AVERAGE UO
GPA
RETENTION
TO SECOND
YEAR
FOUR-YEAR
GRADUATION
RATE
SIX-YEAR
GRADUATION
RATE
Fall 2005
AEI Matriculant 9 3.04 3.10 100.0% 22.2% 77.8%
Traditional Intl Freshman 73 3.09 3.13 89.0% 49.3% 72.6%
Nonresident Freshman 814 2.92 2.94 80.5% 41.9% 65.2%
Resident Freshman 2,113 2.94 2.95 83.7% 40.6% 66.7%
Fall 2006
AEI Matriculant 10 2.40 2.41 90.0% 20.0% 40.0%
Traditional Intl Freshman 80 2.98 2.90 82.5% 41.3% 65.0%
Nonresident Freshman 981 2.99 3.00 82.7% 47.4% 69.4%
Resident Freshman 2,136 2.95 2.95 84.5% 43.0% 67.8%
Fall 2007
AEI Matriculant 37 2.76 2.61 83.8% 27.0%
Traditional Intl Freshman 100 3.07 3.04 74.0% 36.0%
Nonresident Freshman 1,081 2.91 2.94 83.3% 48.5%
Resident Freshman 2,103 2.91 2.93 83.0% 41.6%
Fall 2008
AEI Matriculant 22 3.02 3.17 95.5% 22.7%
Traditional Intl Freshman 68 2.94 2.93 79.4% 36.8%
Nonresident Freshman 1,702 2.96 2.98 82.2% 48.6%
Resident Freshman 2,344 2.99 2.99 83.8% 43.9%
Fall 2009
AEI Matriculant 57 2.74 2.81 87.7%
Traditional Intl Freshman 128 2.95 2.97 88.3%
Nonresident Freshman 1,368 2.93 2.99 86.5%
Resident Freshman 2,172 2.98 3.01 84.6%
Fall 2010
Fall 2011
Fall 2012
AEI Matriculant 77 3.02 2.99
Traditional Intl Freshman 321 2.75 2.84
Nonresident Freshman 1,543 3.03 3.00
Resident Freshman 1,933 3.08 3.05
Retention and graduation rate calculations do not use ocial Integrated Postsecondary Education Data System methodology.
Rates reect students from identied cohorts who were registered for credit hours in their second fall according to the produc-
tion database or who have a diploma within four or six years according to production database. Data pulled 8/7/2012.
Sample Online
Education Courses
E-Teacher Scholarship Program
aei.uoregon.edu/eteacher
Since 2004, this has served ESOL educators in more
than 125 countries worldwide. This program is sponsored
through the U.S. Department of State, Bureau of
Education and Cultural Affairs, Ofce of English Language
Programs.
Teacher and Professional Training
eLearning
AEIs eLearning Program has been a pioneer in online
learning, research, and materials development, offering
innovative courses for students and teachers of English to
speakers of other languages (ESOL) for more than fteen
years.
Online education is a strategic growth area for the AEI. In
the early years, enrollment averaged about thirty students
per term. Now, thanks to relationship development with
government, nongovernmental, and private organizations,
numbers have grown to between 200 and 400 students
per term.
All AEI eLearning courses are instructor-led. They are
typically limited to twenty to twenty-ve participants each.
Courses are usually ten weeks long, are sequenced to
span multiple terms, and follow the regular UO academic
calendar.
AEIs eLearning courses have been recognized by the
U.S. State Department and Ministries of Education outside
the U.S. for having high retention rates and sustainable
learning outcomes.
Shaping the Way We Teach English
oelp.uoregon.edu/shaping
This is a fourteen-module teacher-training video series
developed by the AEI, utilizing classroom scenes from
around the world. It incorporates best teaching practices
in ESOL classrooms. A second edition is forthcoming in
2013.
Oregon-Iraq Guided Online English
Studies (GOES)
oelp.uoregon.edu/Iraq
AEI partnered with the U.S. Embassy Baghdad, Provincial
Reconstruction Teams, the U.S. Regional English
Language Ofce Amman, and more than twelve institutions
of higher learning throughout Iraq to develop and provide
tandem learning for hundreds of ESOL educators and their
learners.
Women Teaching Women English
(Lebanon)
oelp.uoregon.edu/wtwe
This is a materials development and ESOL teacher training
project in partnership with the U.S. Embassy Beirut and
the Hayya Bina Organization in Lebanon.
Thai Distance Learning Foundation
thaiuo.uoregon.edu
The AEI developed and delivered online and televised
programming for educators in Thailand and across the
Mekong Peninsula by partnering with the public affairs
ofce of the U.S. Embassy in Bangkok, the Royal Thai
Distance Learning Foundation, the Thai Ministry of
Education, colleagues at Chulalongkorn University, and
colleagues at Thai TESOL.
AEI Sponsored Programs cater not only to students and
professionals but also to English as a foreign language
educators from around the world with custom-designed
short programs of four or more weeks in length. Language
and culture study packages can include integration into
AEI intensive-English courses, orientation, housing,
and extracurricular activities (sightseeing, UO sporting
events, shopping, local cultural events). Programs for
professionals include workshops and study in specialized
topics, eld trips, service activities, and projects. Teacher-
training programs can accommodate groups with
specialized or general interest workshops in teaching
pedagogy, best EFL practices, and theoretical and
practical topics.
Range of Programs
Brazil English Language Certicate
This program for K12 teachers is sponsored by the U.S.
Department of State, Fulbright, and the Brazilian Ministry
of Education. The program provides teachers opportunities
to study ESL-EFL pedagogical methods and applications,
computer-assisted language learning, U.S. history and
culture, and oral skills. Trainees also observe U.S. classes,
demonstrate and get feedback on their teaching, and give
presentations to the Portuguese classes on campus (in the
Department of Romance Languages).
Humphrey Fellowship Program
(Since 2003)
The Humphrey program provides a year of professional
enrichment in the United States for mid-career
experienced professionals from a variety of countries. The
U.S. Department of State places program participants in
the AEI for two to ve months or preacademic intensive
language and cultural training prior to their studies
elsewhere.
Rumaila (201113)
This program seeks to strengthen education and training
in Iraq by bringing students and educators from southern
Iraq to the United States to improve their English and
intercultural skills. This program is composed of two parts:
one nine-month session for Iraqi undergraduate students
who study in the AEI Intensive English Program, and one
short-term intensive training session for Iraqi educators.
The educators attend workshops and courses designed
to improve their English skills and their teaching and
intercultural skills.
ATDOP Professional Development
Exchange Program (2012)
Of the more than 350 participants of ATDOP (Access
Teacher Development Online Program), twenty-ve
attended a special four-week, face-to-face exchange
program and intensive language and teacher-training
experience on the University of Oregon campus, with a
culminating visit to Washington, D.C. During their time
on campus, ATDOP participants focused on enhancing
U.S. cultural understanding, improving listening and
speaking skills, developing intercultural relationships, and
building professional capacity. During their two-day visit
to Washington, D.C., participants took part in meetings
and presentations with the U.S. Department of State
and toured national sites. Once home, all participants
continued with a ve-week online program.
For more information, please visit our website at
aei.uoregon.edu.
The University of Oregon is an equal-opportunity, afrmative-action institution
committed to cultural diversity and compliance with the Americans with Disabilities
Act. This publication will be made available in accessible formats upon request.
2013 University of Oregon. DES1013-003bb-D51203
107 Pacic Hall
5212 University of Oregon
Eugene OR 97403-5212 USA
TELEPHONE: +1-541-346-3945
FAX: +1-541-346-3917
THE AMERICAN ENGLISH INSTITUTE IS A
PROGRAM OF THE DEPARTMENT OF LINGUISTICS

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AMERICAN ENGLISH INSTITUTE A PROGRAM OF THE DEPARTMENT OF LI NGUISTI CS AT THE UNI VERSI TY OF OREGON I

THE AMERICAN ENGLISH INSTITUTE IS A

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