Category: Innovative and Sustainable Practices in Intensive English Programming

The Best Insource: A University-Governed English as a Second Language Program

Wednesday, May 31
11:15 AM – 12:45 PM
Table 61

Learn how professional university-governed ESL programs maintain control over academic integrity, revenue and the enrollment funnel for intensive English and pathway program students.

Mark Algren

Executive Director - CELL
University of Missouri
Columbia, MO

Mark Algren, Executive Director, Center for English Language Learning, University of Missouri; TESOL President 2009-2010; UCIEP President 2014. A frequent speaker, author, and TESOL 2003 convention chair, Mark has been an ESL/EFL teacher/administrator since 1979, with 14 years in Saudi Arabia and the UAE, one in Hong Kong, and many years at the University of Kansas.Applied English Center. With a strong interest in professionalism, standards, and accreditation, he was on the TESOL Professional Development Committee, and has been a site reviewer for CEA (Commission on English Language Program Accreditation).

Carter Winkle

Associate Professor
Barry University
Miami Shores, FL

Carter A. Winkle is an Associate Professor at Barry University in the Department of Curriculum and Instruction / TESOL, facilitating doctoral, graduate, and undergraduate courses across various Adrian Dominican School of Education programs. Beyond research in the area of matriculation pathway programs for international English as a second language students in university settings, Dr. Winkle explores educational issues within the realm of second-language teaching and learning, including alternative forms of assessment and feedback, as well as Visual Thinking Strategies as a pedagogical practice to support language acquisition in English language learners. A practitioner of arts-based research methods and methodologies—in particular, ethnodrama and other narrative genres—he additionally examines research questions related to gender and sexual identity in second-language teaching and learning contexts through a social justice or advocacy lens.