In partnership with Institutional Research, the Center for English Language Studies develops research initiatives to advance the use of data critical to supporting international and multilingual students and the faculty who guide them.
As universities around the country focus on international student recruitment, degree faculty are facing classes with increasing numbers of non-native English speaker (NNES) students. In this context, a key question arises: Do degree faculty feel prepared to foster the success of the NNES students in their classes?
Here are the results and methodology of a university-wide survey assessing the experiences, perceptions, and needs of degree faculty facing increasing numbers of NNES students. The findings inspired substantive dialogue across the university on how to build greater support for faculty and integrate NNES students into the learning community.
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