MEETING ENGLISH PROFICIENCY REQUIREMENTS FOR J1S AND OTHER

MEETING ENGLISH PROFICIENCY REQUIREMENTS FOR J-1’S AND OTHER INTERNATIONALS NAFSA TRI-REGIONAL CONFERENCE DENVER, COLORADO NOVEMBER 3 -9, 2017

PRESENTERS Kimberly Connelly Senior International Officer 913 -588 -1480 kconnelly@kumc. ed u Virginie Blum Senior Immigration Specialist 979 -458 -0475 vblum@tamu. edu Irina Aris Assistant Director of Inbound Programs 913 -588 -1485 iaris@kumc. edu Michael Griffiths, Ph. D Chief Technology Officer Moroni Flake SVP Product Development mike. griffiths@english 3. com moroni. flake@english 3. com

MEETING ENGLISH PROFICIENCY REQUIREMENTS FOR J-1’S AND OTHER INTERNATIONALS Why are you at this session? What are you hoping to learn or what questions do you have?

2015 REGULATORY UPDATE: THE ENGLISH PROFICIENCY REQUIREMENT FOR J 1 VISA HOLDERS 22 CFR 62. 10(2)(a) The exchange visitor possesses sufficient proficiency in the English language, as determined by an objective measurement of English language proficiency, successfully to participate in his or her program and to function on a day-to-day basis. A sponsor must verify an applicant’s English language proficiency through a recognized English language test, by signed documentation from an academic institution or English language school, or through a documented interview conducted by the sponsor either in-person or by videoconferencing, or by telephone if videoconferencing is not a viable option. How did you handle English Proficiency before the regulation changed? What was your immediate response to the change? What policy did you adapt? What would you accept to prove English proficiency? TOEFL (What level? ) IELTS (What score? ) What alternatives/other tests?

ENGLISH PROFICIENCY: OBSTACLES AND BURDENS What obstacles and burdens did you face? EV’s inability to produce a test score. Delays in receiving documentation. Pushback and upset from the PI due to delays Deciding what exams are acceptable/reliable Inconsistencies Questions and complaints

ENGLISH PROFICIENCY: KUMC SOLUTION: Created an Oral Interview administered by OIP Pro’s: Solved the delays in receiving documentation from EV having to sign up for a test, take test and receive results. The oral interview does not cost the EV We evaluate the EV– no surprises

ENGLISH PROFICIENCY: KUMC SOLUTION QUESTION BANK Where do you live? Describe your city. Tell us about your family. Describe what your current profession. Are you a student/researcher/doctor? What do you know about culture in the United States? What value do you see in an international experience? What do you see as the biggest challenge as an international coming to the United States? What has been your greatest personal achievement? Describe a choice that you have made or an experience that you have had that was difficult and taught you a valuable lesson. Why was this choice difficult? What did you learn?

ENGLISH PROFICIENCY: KUMC SOLUTION

ENGLISH PROFICIENCY: KUMC SOLUTION English Proficiency Verification Letter Template

ENGLISH PROFICIENCY: KUMC SOLUTION Con’s: We evaluate the EV – time constraints Scheduling was very difficult PI’s shared the interview with the EV’s

ENGLISH PROFICIENCY: TEXAS A&M SOLUTION: Conduct online in-person interviews with J-1 applicants Pros: ü Fully comply with Do. S’s new rule (verify and document) ü Lift burden from faculty hosts to interview EVs ü Allowed me to meet person face to face and answer any questions they may have about our process and our community ü If PI would question our decision, was able to show interview recording

ENGLISH PROFICIENCY: TEXAS A&M SOLUTION Cons: ü Scheduling issue due to time difference and increasing # of interviewees ü Applicants would choose interview because it was the “easy” solution (. . and free)

ENGLISH PROFICIENCY: WHO COMPLETES THE INTERVIEW? 81% Department / P. I. 8% International Office 11% On-campus English Dept.

ENGLISH PROFICIENCY: WHO COMPLETES THE INTERVIEW? When an interview is needed for the J-1 English proficiency requirement, who completes the interview? 61% 2015 2017 93% 81% 24% 15% Departments / P. I. Open to changing Actively looking to Happy with current process change process

ENGLISH PROFICIENCY: DEPARTMENTS COMPLETE THE INTERVIEW “We simply do not have the time or manpower to interview the 1200 scholars we have here at any one time. ” “As they interact with the scholars, we wanted to make it their responsibility. Also, there is a capacity issue within the international office. ” “It wasn't really a decision--it just ended up happening that way. I'm not happy with it and am changing the policy this year. ” “They are the ones working with the scholar and the most likely to complain of insufficient English ability. ”

ENGLISH PROFICIENCY: THE ISSUES WITH DEPARTMENTS COMPLETING THE INTERVIEW “As other universities clamp down on English proficiency, we have received more and more low English applicants, sometimes scholars are unable to even pass the ‘How was your flight? ’ English test. ” “To fully comply with the US regulations and ensure that the J-1 exchange visitors have a successful visit and experience in the US” “We had a number of [scholars arrive without English proficiency] within a “The PI has a vested interest in having the relatively short time period, one of which did result in the scholar having to return J 1 here… [We are looking to have] an home. This is why we feel so strongly independent, well qualified and objective that independent assessment of English third party, entity, or service provide language proficiency is so important. ” consistent evaluations. ”

ENGLISH PROFICIENCY: THE ISSUES WITH DEPARTMENTS COMPLETING THE INTERVIEW What elements of your J-1 research scholar English interview process would you like to improve? (select all that apply) Increase consistency in. . . 76% Improve. . . 67% Remove burden from. . . Reduce Workload 48% 29%

ENGLISH PROFICIENCY: EACH SOLUTION BRINGS UNIQUE CHALLENGES What drawbacks are associated with the current method of completing the interviews? (select all that apply)

ENGLISH PROFICIENCY: WHAT A GOOD SOLUTION LOOKS LIKE 1. Ensure consistency and improve compliance while preserving resources 2. Provide verifiable (recorded) and objective evidence of English proficiency 3. Include cost considerations 4. Reduce workload required • for the international office • the departments • the scholars (anytime, anywhere) 5. Be easy to implement and convenient to use

ENGLISH PROFICIENCY: ENGLISH 3 ASSESSMENT MODEL Underlying Academic Research (Asynchronous Video Learning Model) • Establish high expectations & positive relationship reflective of unique instructor style • Students express themselves in visual-oral format • Rapid, individualized, learning centered feedback • Students understand progress & are motivated to stay on track • Peer supportive collaborative learning environment Application of the Research • Video-based assessment • Flexibility for applicant and assessor

ENGLISH PROFICIENCY: WOULD YOU PREFER ENGLISH 3’S INTERVIEW, A SKYPE INTERVIEW, OR THE TOEFL OR IELTS? Would you prefer this recorded interview, a Skype interview, or the TOEFL or IELTS? English 3's Interview Skype TOEFL or IELTS Other

ENGLISH PROFICIENCY: WOULD YOU PREFER ENGLISH 3’S INTERVIEW, A SKYPE INTERVIEW, OR THE TOEFL OR IELTS? English 3 J-1 Interview Please explain your response • “It is effective for everyone. I can finish the interview whenever it is convenient for me” • “This interview is not limited by time and place” • “It's accessible easily and I can determine the interview time” • “I need fast approval and this interview allowed me to take it and receive a score very quickly” • “I recommend this interview because the TOELF is very stressful. The TOEFL is also for students” • “I would be nervous if it was live. I can show my English abilities better this way”

ENGLISH PROFICIENCY: EXPERIENCE ENGLISH 3 Texas A&M’s experience with English 3 KUMC’s experience with English 3

ENGLISH PROFICIENCY:

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