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07/09/2018 News Release Image

"International Educator Magazine" featured Executive Director of Pace's English Language Institute James Stakenburg in "Weathering the Storm: How intensive English programs are responding to declining enrollments"

AMONG INSTITUTIONS in the United States with intensive English programs (IEPs), virtuallynone have been left untouched by declining enrollments. A confluence of events—including changes to international scholarship programs, a strong U.S. dollar, a slump in Mideast oil prices, increased competition from IEPs in other countries, the current political climate in the United States, and the increased availability of English language training programs in students’ home countries and online—is driving much of the decline.“I’ve seen ebbs and flows over the years. This one feels a little different. It feels like it could be a major change in the landscape of intensive English programs,” says Bill Wallace, who has served as director of the English Language Institute at the University of Alabama for nearly 30 years. To counter the impact of these measures and enrollment declines, IEPs across the country are retooling their offerings—rolling out more short-term and customized programs, launching pathway programs, and developing courses that cater to the needs of their local communities.

“People have to get creative in order to sustain their programs,” says Patricia Szasz, assistant dean for Language and Professional Programs at the Middlebury Institute of International Studies at Monterey in California.

‘The Whole Industry Is Changing’

Even before the current administration, the number of students enrolled in IEPs had tumbled 18.7 percent from 2015 to 2016, according to the Institute of International Education’s 2017 Open Doors report. More than 108,000 students were enrolled in IEPs in 2016, with more than 21,000 coming from China. This figure represented a 16 percent decline in the number of Chinese students compared with 2015. The number of Saudi Arabian students plummeted by 45 percent, with almost 21,000 enrolled in IEPs in 2016. Saudi students were hit by stricter restrictions placed on the King Abdullah Scholarship Program offered by their home country. Meanwhile, the number of Brazilian students participating in IEPs in the United States slumped 56 percent. About 4,700 students were enrolled in IEPs in 2016 as the Brazil Scientific Mobility Program scholarships wound down. At the same time, competition for students to study intensive English has increased from other English-speaking countries, such as the United Kingdom, Ireland, Canada, Australia, New Zealand, and Malta, says Cheryl Delk-Le Good, executive director of EnglishUSA, which advocates for IEPs in the United States. The organization has about 450 members, representing universities and for-profit institutions. In addition, more English language training is taking place in students’ home countries—often offered by those who studied English in the United States or the United Kingdom, Delk-Le Good says.“I think the whole industry is changing,” she says.

Effects on Staff and Students

In the face of enrollment declines, some IEPs have shut their doors, and others have had staff cutbacks. The American Language Program at California State University-Fullerton closed after the spring 2018 semester, citing changes in the global environment for English instruction.“Universities that are known as research schools with national rankings are not impacted as much as regionally ranked schools,” says Patricia Juza, director of the International English Center at the University of Colorado-Boulder and president of University and College Intensive English Program (UCIEP), a consortium of 80 university-administered intensive English programs. At those schools that have been affected by staffing cuts, program directors might now be teaching classes, and directors and faculty members may be handling marketing or recruiting duties, Juza says: “They need tohave flexibility.” Other changes include introducing more short-term and customized programs, she says, which can provide new challenges because they can be labor intensive. Staff must conduct more placement testing, arrange onboarding and registration, and line up housing for incoming students. There can also be challenges for students who are applying for visas to study English in the United States. Some cases are coming under increased scrutiny from U.S. embassy staff, who may think that students can learn English at institutions in their home countries or online.“It’s hard to learn a language just through a machine. The cultural pieces are missing,” Juza says. “We’ve always had bipartisan support that English is a valid study.” The potential challenges of obtaining a visa have some students wondering if “they might not be as welcome as they used to be,” says Daniel Evans, director of English Language Programs at St. Michael’s College in Colchester, Vermont. He says a group of Chinese high school students were scheduled to come to St. Michael’s
for a short-term English program, but the trip was canceled when half of the students were denied visas.The students who do get visas and come to the United States to improve their English often have higher levels of English language proficiency, so lower-level programs may have a shortage of students.“The perception is that if you have stronger English skills, the chances of getting a visa are higher,” says John Binkley, associate dean of the Tseng College of Graduate, International and Midcareer Education at California State University-Northridge.

Pathway Programs’ Rising Popularity

Another major element in the new, changing landscape of English language programs is the increasing popularity of pathway programs, which allow students to study English while also taking general education classes or classes in their major and earning college credit in the process. This solution can reduce the length of time and amount of money students spend obtaining their college degrees.

Ohio University’s Program of Intensive English retooled its bridge program, which allowed students to take both English and academic classes and receive college credit. In the past, students could take any academic classes they wanted, and they sometimes took courses they didn’t need to take in order to graduate. The two sets of courses “almost operated in separate spheres,” says Gerard Krzic, director of Ohio University’s Ohio Program of Intensive English. Under the new University Success Pathway Program,which launched in the fall of 2017, students take set courses in subjects—such as biology, history, and music—that are required by the university. Students and their English as a second language (ESL) instructors attend the classes together, Krzic says, then meet to talk about the classes to ensure that the students understand the content and what is expected of them.“Instead of just sitting in the classes by themselves, [students] now have someone they can consult with,” Krzic adds. The University of Delaware recently launched its own pathway program, called Academic Transitions, designed by university faculty and administration specifically to meet the needs of those who come to the university, says Nadia Redman, assistant director of the Office of Recruitment, Marketing & Communications. The program is available to those who have been conditionally admitted to the university’s bachelor’s degree program, and students can earn up to 27 credits. Along with studying English, students take the classes they need to meet the requirements of the university or their major, together with elective classes in business, technology, or U.S. culture. The University of Delaware has also increased its international undergraduate admissions staff to help speed the admissions process along, Redman says.While schools such as Ohio University and the University of Delaware have launched their own pathway programs, others have partnered with for-profit institutions to develop such programs, says Szasz, who is also immediate past president of EnglishUSA. Some universities fear “academic integrity will be lost if they partner with a for-profit institution,” Szasz says. For others, partnerships with for-profit programs may bring expertise in curriculum design to help develop a pathway program, financial resources to help the universities build classrooms and dormitories, or provide a network of recruiters from around the world to attract international students to the program, she says.

Setting Themselves Apart

Given the current climate of declining enrollments, schools such as Pace University in New York have moved to “a buffet of different offerings” in order to build new revenue streams, says James Stakenburg, executive director of Pace’s English Language Institute. As student demand shifts away from general English courses, Pace and other schools have ramped up their experiential, short-term courses. Summer has traditionally been a slow time at Pace, says Stakenburg, but “this summer looks much, much, much better than previous years.” One summer program at Pace focuses on helping international high school students select the right college for their future studies. Through this preparation program, students gain instruction on how to write their college essays and prepare for the SAT exam, meet with Pace admissions counselors to learn more about the admissions process at U.S. universities, and visit several universities in New York and Boston. At the university level, students enrolled in Pace’s English PLUS Business program are given the opportunity to take business courses and business English classes, participate in a workshop on entrepreneurship, hear talks from New York business leaders, and visit companies in the financial district.“We create a well-rounded kind of experience,” Stakenburg says. Pace also offers classes to corporations, such as

English language training for specific industries and accent reduction training for executives. The school partners with an outside recruiting agency that sends Italian teens to Pace to study English and be immersed in the local culture.

Read the full article.

 

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09/21/20

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CEOWORLD magazine featured Lubin School of Business in "Top Hospitality And Hotel Management Institutes In New York, 2020"

09/21/20

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Broadway World featured Lubin student EB Frances Fehlner in "BWW Blog: So You Think You Can't Dance?"

09/21/20

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Law 360 featured environmental law professor Katrina Fischer Kuh in "Big Oil Faces Rising Tide Of Gov't Climate Change Suits"

09/21/20

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Utility Dive featured Pace University Energy and Climate Center Institute for Energy Democracy Fellow Jim Lazar in "Politics disrupts San Diego's pursuit of an energy transition partner amid dissatisfaction with SDG&E"

09/21/20

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City & State featured Haub Law Professor David Dorfman in "Is DA Eric Gonzalez progressive enough for Brooklyn?"

09/21/20

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Mid Hudson News featured Pace Alumna and Seidenberg Professor Helen Adesuwa Uzamere in "Intercontinental expert tapped as commissioner for Mount Vernon"

09/18/20

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Westchester County Business Journal featured Pace University’s Energy and Climate Center in "Westchester County Association issues report on recovery from the pandemic"

09/18/20

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New York County Politics featured Pace University’s Small Business Center director Andrew Flamm in "Rivera Discusses Small Business in the Era of COVID-19"

09/18/20

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The Washington Post featured Haub Law Professor Bennett Gershman in "Eric Trump agrees to testify in New York investigation — but not until after election"

09/18/20

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The Harrison Review featured Elisabeth Haub School of Law’s Women Justice Center in "Westchester expands domestic violence program"

09/17/20

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SwimSwam.com featured Dyson Associate Professor Linda Escobar Olszewski piece "Disruption, Sports and Pandemic: How Colleges Are Failing Student-Athletes"

09/17/20

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Education Next cites Opportunity Insights report that shows Pace is among top schools for upward mobility in "Why So Many People Are Disappointed With Their Educations—And How To Start Fixing It."

09/17/20

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White Plains Patch featured Elisabeth Haub School of Law at Pace University in "Haub Law and India's Jindal Law Cooperate on Research, Teaching"

09/16/20

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CEO World Magazine featured Pace University in "Top Colleges To Study Film Making in New York"

09/16/20

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Westchester & Fairfield County Business Journal featured College of Health Professions graduate nursing professor Joanne Singleton in "PACE PROFESSOR NAMED AMERICAN ACADEMY OF NURSING FELLOW"

09/16/20

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The Journal News – Lohud.com featured School of Education assistant professor Elizabeth Smith in "To move ahead in the COVID era, elementary schools have to go back in time"

09/16/20

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Psychology Today featured Professor Anthony Mancini thoughts on mental health variation and effects in "COVID-19's Heterogenous Mental Health Consequences"

09/16/20

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Harvard Magazine featured Haub Law Professor Margot J. Pollans in "The Care and Feeding of a Nation"

09/16/20

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Associated Press featured Pace graduate Telfar Clemens in "Gabriela Hearst, Kerby Jean-Raymond win top fashion awards"

09/15/20

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New York Magazine -- Intelligencer featured Haub Law Professor Bennett Gershman in "The People v. Donald J. Trump"

09/15/20

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Press Release: Pace University’s Elisabeth Haub School of Law and India’s Jindal Global Law School to Cooperate on Research and Teaching in Environmental and Energy Law Research

09/15/20

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Forbes featured President Marvin Krislov's latest column "Why Higher Education Is All In On NYC"

09/14/20

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Forbes featured Haub Law Professor Darren Rosenblum new piece: "Citibank’s New Leader: Do Women On Boards Yield Diverse CEOs?"

09/14/20

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Yahoo News featured Dyson Professor Dr. Darrin Porcher in "Former NYPD members share their 9/11 experiences"

09/14/20

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ABC National Radio mentioned Dyson Professor Anne Toomey and her colleagues’ research in "Reinventing research – Part Two: Impact, outputs, and the US National Research Cloud"

09/14/20

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City & State featured President Marvin Krislov in "The 2020 Higher Education Power 50"

09/14/20

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New York Magazine – The Cut featured alumnus and renowned fashion designer Telfar Clemens in "Noooooo! Not Century 21!"

09/11/20

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CBS News featured alumnus and fashion designer Telfar Clemens in "Everyone wants a piece of Telfar Clemens"

09/11/20

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Dance Spirit featured freshman Dyson student Abigail Jackson in "Catching Up With Cover Model Search Finalist Abigail Jackson"

09/10/20

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Westchesergov.com featured the Elisabeth Haub School of Law At Pace University/Women’s Justice Center in "Westchester Expands Innovative Program to Prevent Domestic Violence - Multi-Agency Team to Assess Those at High-Risk"

09/10/20

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The Ed UP Experience Podcast featured President Marvin Krislov in "Higher Education De-densifying and Intrusive Advising - w/Marvin Krislov, President, Pace University"

09/09/20

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Vogue.com featured Alumna Tabitha Sanchez in "A Day in the Life of a TikTok Stylist"

09/04/20

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The Star Ledger featured assistant professor of special education Jennifer Pankowski in "How to prepare a remote learning space for kids at home, beyond the screen"

09/04/20

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News12 featured School of Education Professor Jennifer Pankowski in "Educator Offers Advice to Returning K-12 Students, Families"

09/02/20

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Black Star News featured Pace Professor Ebele Oseye in "REMEMBERING CHADWICK BOSEMAN, Black Panther, Who Lives Forever"

09/02/20

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Fortune featured Pace graduate Telfer Clemens in "Telfar Clemens Makes Fortune’s 40 Under 40 in Media & Entertainment"

09/02/20

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"Business Because featured Pace's Lubin School of Business in "4 Ways A Flexible MBA Helps You Master The Hybrid Workplace"

09/02/20

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Patch featured College of Health Professions graduate nursing professor Joanne Singleton in "Pace Professor Named American Academy of Nursing Fellow"

09/02/20

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914Inc.-Westchester Magazine featured vice president of human resources Matt Renna in "Like It or Not, Remote Work is Here to Stay"

09/01/20

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Press Release: Pace Professor named American Academy of Nursing Fellow

09/01/20

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The Journal of Blacks in Higher Education featured Dean Tresmaine R. Grimes in "Three African Americans Who Have Been Appointed to Dean Positions at Universities"

08/31/20

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Teller Report featured alumnus Bradley Cooper in "Science-loving Hollywood stars ... Know their university degrees"

08/31/20

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Marketwatch featured Professor Dr. Andrew Coggins in "Cruise operators took a deep bruising from COVID-19, but history says they will recover"

08/31/20

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The Examiner featured about 200 Pace University student-athletes in "Pace Athletes March for Racial Justice and Remember DJ Henry"

08/31/20

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News12 featured Pace University in "Pace athletes organize march from campus to spot where DJ Henry was fatally shot"

08/31/20

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News12 featured Hundreds of Pace University student athletes in "Pace University student athletes march in honor of Black football player shot by police in 2010"

08/31/20

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The New York Law Journal featured Elisabeth Haub School of Law Professor Emily Wald Goldman in "Judge Katzmann, His Tenure Book-Ended by Crises, Reflects on 7 Years Leading the 2nd Circuit"

08/28/20

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Pix 11 featured Brian Anderson, director of the Office and Emergency Management and Health & Safety Division in "NY releases guidance for colleges planning in-person classes"

08/28/20

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Ebroadsheet featured Dean Marijo Russell O'Grady in "In Memoriam"

08/27/20

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Bustle featured Professor Christen Cupples Cooper of the College of Health Professions in "Why you feel hungover even if you didn't drink"

08/27/20

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The Observer featured Pace University athlete Dustin Huseinovic in "Pandemic pushes grid season back for Harrison’s Huseinovic, Pace University"

08/26/20

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College Consensus featured Pace University on "Ranking the best online Executive MBA Programs for 2020"

08/26/20

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The Hollywood Reporter featured Pace University in "Can't Afford USC? 10 Budget-Friendly Film Schools in New York and Los Angeles"

08/25/20

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Dance Magazine featured Pace University in "What Will College Dance Departments Look Like in a COVID-19 World?"

08/25/20