Designing and Evaluating a Transitional Academic Program

Abstract

The University of Wisconsin-Eau Claire faced the ethical dilemma of admitting non-native English speaking immigrants and refugees who were academically at-risk, but not providing the academic and language support the students needed to succeed. This paper provides a description and an evaluation of a transitional academic program designed to address these students' language and learning needs as well as help them integrate into the university. Its success is reflected not only in strong student improvement, but in the collaboration of many university departments and units to create an efficient and cost-effective administrative structure.