Summer ICE NA

7/28/2019 Summer ICE NA

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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


1.Studentsabilitytoholdasimpleconversationsin

English

2.Studentsabilitytoparticipateinmorecomplicated,academicdiscussions

3.Studentspronunciation,stressandintonation

4.Studentsabilitytoconveyhis/herpoint

5.Studentsabilitytousetheappropriatevocabulary

6.Studentsoverallspeakingskills

StudySkills


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


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


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


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


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.

Documents

Summer ICE NA