Pilgrim Program Outline

New England College: Pilgrim Program
By: Joel N. Hoover HEA: 6970

1
Table of Contents
Introduction..................................................................................................................................................2
Program Alignment .....................................................................................................................................3
New England College: Institution ..............................................................................................................3
New England College: Department of Student Development....................................................................3
Program Inputs ............................................................................................................................................4
Outcomes................................................................................................................................................... 5-6
Conceptual Framework Theories ........................................................................................................... 7-9
Tinto’s Interactionalist Theory............................................................................................................... 7-8
Schlossberg’s Transitional theory .......................................................................................................... 8-9
Program Calendar ............................................................................................................................... 10-20
English as a Second Language Conversation Partners (first 6 weeks) ........................................... 21-23
Lesson Plans.......................................................................................................................................... 24-29
Oral Presentation Rubric .................................................................................................................... 28-29
References………………………………………………………………………………………………………………….. 30

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The Pilgrim Program
The Pilgrim Program is a unique program designed to help undergraduate international students with the
adjustment to life at New England College, culture in the United States, and the American college
classroom. Using transformative education, the Pilgrim program is geared towards undergraduate
international students who score between 40 and 74, and graduate students who score between 45 and 78
on the Test of English as a Foreign Language (TOEFL) test.
The program is named Pilgrim because of the Latin term peregrinus, which translates to “one who comes
from a far, a person who journeys in foreign lands” (Merriam Webster Dictionary). New England College
believes that in order to foster the academic and personal success of international students, structured and
rewarding opportunities should be provided to them while embarking on their educational journey.
New England College offers different creative approaches to enhance the personal, physical, and
intellectual growth of its students. From the first day on campus, students will become connected with a
caring, inspiring, and supportive network that challenges students to be imaginative and innovate;
appreciate beauty and elegance; become responsible citizens; and develop continuous learning that leads
towards a lifetime of personal achievement.
The mission of New England College emphasizes a creative and supportive learning community that
challenges individuals to not only transform themselves, but also their world. Through the Pilgrim
Program, students will engage in the following:
 A comprehensive English as a Second Language Course
 Eight linked one credit hour courses that will be taught by New England College Faculty (Four per
semester)
 Out of classroom experiences, events, excursions, and performances designed to extend classroom
learning, and establish deeper relationships with faculty, administrators, and fellow students
 Group and 1:1 peer mentoring with current students, faculty, and staff
 An International Student Association on campus
Outcomes: Students will…
1. Self-report a high level of overall satisfaction with their involvement of the Pilgrim Program
2. Experience the relevance and adventure of a liberal arts education
3. Apply principals of evidence-based Student Development Theory to determine transitional and
intentional interactive ways to develop their social skills.
4. Develop intercultural knowledge and competence.
5. Build civic knowledge and engagement—locally and globally
Overview: Below you will find information related to the above outlined Pilgrim Program. Included in
this document you will see what I have found to be an ideal one year academic program (please see more
details in the program calendar section). As student’s go through this program they will be involved in
four one credit hour (per semester) of various courses (English, art, politics, etc.) they will also be
required to complete a six week1:1 peer mentoring session which only helps international student’s with
their English speaking skills (not homework or reading related). During this time there will also be several
opportunities for students to engage with a program coordinator who will co-collaborate opportunities
each month with a certified ESL instructor.

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Program Alignment
New England College Mission statement
The Mission Statement of New England College says “it is a creative and supportive learning community
that challenges individuals to transform themselves and their world” (New England College, 2013). The
Description of Mission for New England College is to “emphasize experiential learning as an essential
component in the development of an enduring academic community. Building upon a strong liberal arts
foundation, New England College challenges our students to reach their full potential through informed
discourse and the pursuit of excellence in a framework of academic freedom that reflects the following
values:
Value 1: Imaginative, innovative, and creative approaches to all endeavors Value 2: Respect for self in the
development of personal, social, physical and intellectual abilities Value 3: Caring and collaborative
relationships among members of our community Value 4: Respect for the varied qualities of individuals,
communities, and the world Value 5: An appreciation of beauty and elegance in the search for truth Value
6: Inquiry into and the pursuit of social justice Value 7: Ethical and responsible citizenship, including
service to the community Value 8: The pursuit of ecological sustainability Value 9: Continuous learning
and a lifetime of personal achievement” (New England College, 2013).
Office of Student Development’s Mission Statement
The Student Development Division is comprised of the offices of the Dean of Student Engagement,
Associate Dean, Campus Safety, Residential Life and Housing, Student Involvement and the Wellness
Center. We work collaboratively and across campus to ensure respect for individuals, to develop whole
persons, and to promote equity while being open, friendly, and placing trust in others. Student
development, engagement and retention are the pillars of our efforts (New England College, 2013).
Together the Mission Statement, the Description of the Mission for New England College, and the Office
of Student Development Mission at the college highlights the creative and supportive learning that New
England College tries to foster. By looking at these descriptions, it becomes clear through the text that
New England College is about challenging each individual’s transformation in order to make them
become well-rounded and ethical individuals. This new Pilgrim Program is created to help retain
international students through the continuous learning process that collaboratively works with multiple
groups both on and off campus. Additionally, this program will help measure and engage the learning that
these international students have with the American culture. This program is aimed at helping create a
clear message to college administrators that international students can transform as individuals with the
proper support and engaged learning from the college.

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The Pilgrim Program Inputs
Inputs are resources that are used in program development and implementation. The inputs for the Pilgrim
Program include:
1. Two staff members at fulltime (40 hours a week) will focus only on international students through
the office of Student Development, and only one staff member (coordinator of the Pilgrim Program) is
responsible for the Pilgrim Program.
2. A large room on campus will be used for the Pilgrim Program. This space would comfortably fit
20 international students and up to 15-20 peer leaders. Tables and chairs are provided for 35 students.
This room will have whiteboards, markers, a projector, a computer, and a smart board.
3. A grant or scholarship up to $20,000, will allow the Office of Student Development to pay peer
leaders $500 (for the first year in the program), $750 (for the second year in the program), and $1000 (for
the third year in the program).
4. Ten thousand dollars of the Student Senate budget is given to international student programs at the
beginning of each academic year. Forty-five hundred goes to the International Student Association (ISA),
which is a club of international students on campus. Fifty-five hundred is designated for the Pilgrim
Program. With this money students will be able to attend a trip to a major city and local and state cultural
activities that help integrate international students.
5. The Office of Student Development will have three 15 passenger, college owned busses, used on a
weekly basis for trips. Ninety percent of peer leaders must be school certified bus drivers.

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Summative Outcomes
A summative outcome is what the students will have gained or what I expect them to do, know, or believe
by the end my program. This section will also include my intended interactions, programs, or services for
the students who participate in this program.
1. Summative (Learning) Outcome: As a result of the Pilgrim Program by the end of the first
semester, non-primary speaking English students will have increased confidence in speaking the
English language to other native English speakers.
Strategy: International students will be required to take additional eight one credit hour courses (4
each semester) that has the assistance of peer leaders to help students in the class increase
confidence in speaking English.
Strategy: International students will visit at least one major U.S. city with an American student,
during which they will engage in different activities.
Summative Assessment: The program coordinator will create a course-related self-confidence survey
that consists of a few simple questions aimed at getting a rough measure of the students’ self-confidence
in relation to their confidence or ability to speak English around other native English speakers.
2. Summative (Learning) Outcome: As a result of the Pilgrim Program by the end of the first
semester students will be able to apply Tinto’s Interactionalist theory or Schlossberg’s
Transitional Theory to real life application.
Strategy: The program coordinator and certified ESL instructor will present multiple sessions on
Tinto’s Interactionalist Theory throughout the semester
Strategy: Students will do a presentation at the end of the first semester over Tinto’s
Interactionalist Theory.
Formative Assessment: The program coordinator will have students listen to a punctuated lecture
that requires students and teachers to go through five steps: listen, stop, reflect, write, and give
feedback. Students begin by listening to a lecture or demonstration over Tinto’s theory by an ESL
instructor. Then, after a portion of the presentation has been completed, the teacher stops the
action. For a quiet moment, the students reflect on what they were doing during the presentation
and how their behavior while listening may have helped or hindered their understanding of that
information. They then write down any insights they have gained. Finally, they give feedback over
the lesson to the teacher in the form of short, anonymous notes.
Summative Assessment (please see lesson plans below for more details): (Paper or Project
Prospectus) Students will write a 3-5 page paper, in 12 point font, Times New Roman, that
connects Tinto’s Interactionalist Theory to the importance of their education in the United States.
This assignment will gage their understanding of the theory and of the program.
3. Summative (Program) Outcome: As a result of the Pilgrim Program, 80% of intentional students
will feel more integrated with NEC college students who are not already enrolled in the Pilgrim
Program.

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Strategy: Encourage students to seek out American students outside their classes to help with
their English.
Strategy: Require international students to attend outside activities (Athletic events, Residence
Life programming, Business Club, International Student Association, etc.).
Summative Assessment: Students who participate in the Pilgrim Program will fill out a word journal that
prompts a two-part response. First, the students will attend a community event and summarize the outside
event they attended in a single word through their own language. Second, the student will write a
paragraph or two explaining why he or she chose that particular word to summarize the event in English.
Through this assessment students are be assessed on their ability to engage in activities they are not use to
while also being assessed on if they personally feel welcomed by the American culture through self-
evaluation.
4. Summative (Program) Outcome: As a result of the Pilgrim Program by the end of the first
academic year 90% of students will be able to discuss the benefits of the Pilgrim Program with
New England College senior administrators.
Strategy: At mid-semester the program coordinator will perform a midterm assessment and
feedback session to international students to assess how the program is going.
Strategy: The program coordinator will require the English language course students to produce a
bi-weekly newsletter to send to faculty and staff with information that the class is doing.
Summative Assessment: The program coordinator will have the students do an assignment assessments
which includes asking students to consider the value of course assignments throughout the semester to
them as learners and have them reflect on their time with other NEC students.

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Conceptual framework (theories)
Tinto’s Interactionalist Theory:
Tinto’s Interactionalist Theory “incorporates elements of both the psychological and
organizational theoretical models” (Seidman, 2012, p. 23). Though Tinto’s theory is built upon William
Spady’s model that focused on providing a more thorough understanding of why students drop out of
college. Spady developed his work from Emile Durkheim’s sociological model that was influenced by her
integration concept on suicide. Although dropping out of college is less tense than suicide, Spady argued
that dropping out of college is similar to the results of committing suicide. Significantly, Spady’s idea led
Tinto to focus on the drop out behavior of international students who are not integrated properly into the
college environment through five areas: pre-entry attributes, commitments, institutional experiences,
integration, and outcomes. These ideas discuss the significance of creating interactions and Tinto’s idea of
integration came from the student’s experience within the college. Tinto claimed that students who
become more integrated academically and socially were more inclined to proceed towards their academic
goal(s). By doing so students would go through three stages “(1) separation from communities of the past,
(2) transition between communities, and (3) incorporation into the communities of the college” (Seidman,
2012, p. 71).
The first stage was separation from communities of the past, where students distanced themselves from
their families and local schools in which they grew up. The second stage focused on transition between
new communities and separating themselves from the old communities. The third and final stage of
Tinto’s model focused on the international students who have distanced themselves from their culture by
coming to the United States to integrate into the college community. Tinto suggested that students need
to:
Assimilate into both the academic and social communities of the college. The academic community, like
the social community, was made up of the components, formal and informal. Formal academic integration
referred to the congruence between students’ abilities and skills, and the academic demands of the
college. Students who are underprepared or students who were under challenged were more likely to leave
the college. Informal academic integration referred to the congruence between the common values held by
members of the college and those held by the student. The day-to-day interactions between faculty, staff,
and other students outside the formal classroom provided the opportunities for students to align any
deviant academic values that might have disconnected them from others (Seidman, 2012, p. 72).
Tinto’s model of social integration will allow the college to understand ways to integrate international
students into the NEC campus community—faculty, staff members, and students of the college. Through
Tinto’s model he focused on the formal and informal social integration skills and how there is a
significant difference in measurement based by who one socializes with (ex: Formal is based by the
involvement with clubs or student government while informal is with peer-group such as friends). Despite
the fact that Tinto may have under estimated the importance of external events, his theory is significant
when being implemented at four-year residential institutions because of the importance of student
integration when focusing on retention programs. While the full Pilgrim Program is not expected to begin
at New England College until fall of 2014, the College may indeed focus on numbers of students who
have left and the reasons given during their exit interview as to why those students have left such as:
being under challenged in the classroom, the social community not being broad enough, of the lack in
culture in such a small town. Importantly enough, this program is able assess the feedback on past exit
interviews that international students have taken and the reasons why students have left. By taking the

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information that the institution does have on why international students leave or why international
students enjoy their time at NEC, it will help the program coordinator creating a structured class around
things that will help retain the international students at New England College. Once the Pilgrim Program
is created Tinto’s model will help the institution understand different ways to integrate students. Thus,
Tinto’s theory supports the program by ways of retaining students, future reference to how international
students feel when leaving their homeland, and providing new insight giving the program coordinator new
ways to connect incoming international students to the NEC campus community.
Schlossberg’s Transitional Theory:
Schlossberg’s theory of transition “is the process and factors that influence transition” (Evans, Forney,
Guido, Patton, Renn, 2010, p. 214). This theoretical framework can be connected to integrating
international students with transitioning into local, state, and American culture. As stated Student
Development in College (Evans et al., 2010), “any event, or non-event, that results in changed
relationships, routines, assumptions, and roles” (p. 214). For example, students who come to learn at
New England College from another country can see this as an event in their life. This event has and will
continue to change their life. These individuals have lost the role of being a student in their home country
and created many new roles and concerns about their life here in the United States. However, Evans et. al,
also states that “transition may only be defined by the individual experiencing the change” (p. 215).
Therefore, this transition also involves the student’s ability to cope with the event.
While individuals are presented with endless opportunities on college campuses, Schlossberg also
explains that the primary goal of her theory development is “operationalizing variability” which “speaks
to the fact that because of a changing global society institutions must prepare people to become engaged,
lifelong learners and effective citizens” (Schuh, 2011, p. 6).
As international students are learning about the local, state, and American culture, New England
College’s American students have a responsibility to learn from the international students. Thus, in order
to be an engaged learner who is being presented with new challenges, the institution must provide
students with a clear understanding of Schlossberg’s Transitional Theory.
According to Evans et al., Schlossberg’s Theory of Transitions includes an examination of four parts:
what constitutes a transition, different forms of transition, the transition process, and factors that influence
transitions (adapted p. 214). Defined by Student Development in College transition is “any event, or non-
event, that results in changed relationships, routines, assumptions, and roles” (p. 215). Though transition
is only defined by the individual who is experiencing the change, they may not notice all the types of
changes that are occurring or placing much meaning on what has happened to them. Therefore, such
changes would not be considered a transition.
In order to understand the meaning that transition has on an individual Evans et al., requires an individual
to understand the different forms of transition: Type, Context, and Impact. The first form is type, which
can be an anticipated transition occurring predictably; an unanticipated transition, which is not predicted
or scheduled; or a nonevent transition, which is based more on probability than possibility. Also known as
something that is expected to occur in one’s life, but does not. Any of these types may be classified as one
of four different types—personal, ripple, resultant, delayed. The second form context can be referenced to
as one’s relationship to the transition and to the setting in which the transition takes place. The final form
of transition is impact, which is how the transition alters one’s daily life (positively or negatively)
perceived only by the individual.

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The transition process has different reactions over time, where an individual will move in, move through,
or move out. Individuals will have to cope with these transitions by influencing their resources and
liabilities through four sets of factors: situation, self, support, and strategies. The first factor, situation,
involves the trigger to the situation, the timing, control, role change, duration, previous experience,
concurrent stress, and assessment. The second factor, known as self, involves the personal and
demographic characteristics of an individual, such as socioeconomic status, gender, age health, ethnicity/
culture psychological resources: ego development, outlook, commitment, values, spirituality and
resilience. The third factor is Support, which is slip into three facets known as types (intimate, family,
friends, institutional communities), functions (affect, affirmation, aid, honest feedback), and measurement
(stable and changing supports).The final factor is known as the strategies. Strategies, defined by Evan et
al., falls into three categories: modify situation, control meaning, and managing stress in aftermath. “In
relation to the different goals reflected by these categories, individuals may also employ four coping
modes: information seeking, direct action, inhibition of action, intrapsychic behavior” (Adapted from
Evans, et al., 2010, p. 218).
To summarize and connect the idea of Schlossberg’s transition theory to international students one must
be able to relate to what international students go through. Dealing with such change in culture from home
country to foreign country is a process that includes the moving-in, moving-through, and moving-out
phase for international students. Perception plays a key role in how transition is viewed and how the
individual goes about coping. For international students the ratio of assets and liabilities in terms of
situation, self, supports, and strategies determines his or her coping effectiveness. The process of
providing assistance to international students in transition can be steered by different counseling models.
In addition to that this theory supports the Pilgrim Program because all students who take part in this class
will be international students who go through different stages of transition. Therefore, the need for such a
program helps students to realize those changes and share it with other members of the New England
community. Considerably Schlossberg’s theory is one of many things that help support the program.

Program Calendar
*Note: For more details on the programs, assessment, and lesson plan please refer to the section titled “Lesson Plan.”
SUNDAY
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY
1 2 3 4 5
6 7
UG Summer
Course II begins
8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30 31
SUNDAY
MONDAY TUESDAY WEDNESDA
Y
THURSDAY FRIDAY SATURDAY
1 2
July 2014
August 2014

11
3 4 5 6 7 8 9
10 11 12 13 14 15 16
17 18 19 20 21 22
UG Summer
Course II Ends
23
24 25 26 27
International
Student
Orientation
28
International
Student
Orientation
29 30
31
UG Arrive
Program August/ September: Students must attend three different athletic events during three separate weeks.
Assessment: Word journal with a two part response
1. After attending an event students should summarize the event using one word in their native language
2. Translate their meaning of these events in a paragraph or two and include why they used that word to describe that event
Lesson Plan: Tinto’s Internationalist Theory and Schlossberg’s Transitional Theory
September 2014

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SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY
1
Labor Day
UG Orientation
2 Classes begin
* ESL
* Art (AR 1610)
Or
* Photography (AR
1710)
3
*ESL
* Peer mentor
4
*ESL
*Math (MT 1510)
Pre-calculus
5
*ESL
*Economics
*Peer Mentor
6
7 8
*ESL
*Business (BU 1110)
*Peer Mentor
9
* ESL
* Art (AR 1610)
Or
* Photography (AR
1710)
10
*ESL
* Peer mentor
11
*ESL
*Math (MT 1510)
Pre-calculus
12
*ESL
*Economics
*Peer Mentor
13
14
*ISA
15
*ESL
*Business (BU 1110)
*Peer Mentor
16
* ESL
* Art (AR 1610)
Or
* Photography (AR
1710)
17
*ESL
* Peer mentor
18
*ESL
*Math (MT 1510)
Pre-calculus
19
*ESL
*Economics
*Peer Mentor
20
21
*ISA
22
*ESL
*Business (BU 1110)
*Peer Mentor
23
* ESL
* Art (AR 1610)
Or
* Photography (AR
1710)
24
*ESL
* Peer mentor
25
*ESL
*Math (MT 1510)
Pre-calculus
26
*ESL
*Economics
*Peer Mentor
27
28
*ISA
29
*ESL
*Business (BU 1110)
*Peer Mentor
30
* ESL
* Art (AR 1610)
Or
* Photography (AR
1710)
October 2014
November 2014

13
1
*ESL
* Peer mentor
2
*ESL
*Math (MT 1510)
Pre-calculus
3
*ESL
*Economics
*Peer Mentor
4
5
*ISA
6
*ESL
*Business (BU 1110)
*Peer Mentor
7
* ESL
* Art (AR 1610)
Or
* Photography (AR
1710)
8
*ESL
* Peer mentor
9
*ESL
*Math (MT 1510)
Pre-calculus
10
*ESL
*Economics
*Peer Mentor
11
12
*ISA
13
*ESL
*Business (BU 1110)
*Peer Mentor
14
* ESL
* Art (AR 1610)
Or
* Photography (AR
1710)
15
*ESL
* Peer mentor
16
*ESL
*Math (MT 1510)
Pre-calculus
17
*ESL
*Economics
*Peer Mentor
18
Mid Term Break
19
Mid Term Break
20
Mid Term Break
21
Mid Term Break
22
*ESL
* Peer mentor
23
*ESL
*Math (MT 1510)
Pre-calculus
24
*ESL
*Economics
*Peer Mentor
25
26
*ISA
27
*ESL
*Business (BU 1110)
*Peer Mentor
28
* ESL
* Art (AR 1610)
Or
* Photography (AR
1710)
29
*ESL
* Peer mentor
30
*ESL
*Math (MT 1510)
Pre-calculus
31
Halloween
Program: Pumpkin patch and/ or Apple Picking
Trick or Treat with local Community
Assessment: Faculty will create their own feedback forms to gather input from students.

14
1
2
*ISA
3
*ESL
*Business (BU 1110)
*Peer Mentor
4* ESL
* Art (AR 1610)
Or
* Photography (AR
1710)
5
*ESL
* Peer mentor
6
*ESL
*Math (MT 1510)
Pre-calculus
7
*ESL
*Economics
*Peer Mentor
8
9
*ISA
10
*ESL
*Business (BU 1110)
*Peer Mentor
11
Veterans Day
* ESL
* Art (AR 1610)
Or
* Photography (AR 1710)
12
*ESL
* Peer mentor
13
*ESL
*Math (MT 1510)
Pre-calculus
14
*ESL
*Economics
*Peer Mentor
15
16
*ISA
17
*ESL
*Business (BU 1110)
*Peer Mentor
18
* ESL
* Art (AR 1610)
Or
* Photography (AR
1710)
19
*ESL
* Peer mentor
20
*ESL
*Math (MT 1510)
Pre-calculus
21
*ESL
*Economics
*Peer Mentor
22
23
*ISA
24
*ESL
*Business (BU 1110)
*Peer Mentor
25
* ESL
* Art (AR 1610)
Or
* Photography (AR
1710)
26
Thanksgiving
Break
27
Thanksgiving
Day
28
Thanksgiving
Break
29
Thanksgiving
Break
30
Thanksgiving
Break
Program: Host Family visit
International week, including trip to Boston
Assessment: Students will write a paper after a required trip to a major city. In this paper students will reflect on their trip while also including the importance of
integrating into the American culture and being able to have funding from the institution in order to do that.
December 2014

15
January
1
*ESL
*Business (BU
1110)
*Peer Mentor
2
* ESL
* Art (AR 1610)
Or
* Photography (AR
1710)
3
*ESL
* Peer mentor
4
*ESL
*Math (MT 1510)
Pre-calculus
5
*ESL
*Economics
*Peer Mentor
6
7 8
*ESL
*Business (BU
1110)
*Peer Mentor
9
* ESL
* Art (AR 1610)
Or
* Photography (AR
1710)
10
*ESL
* Peer mentor
11
*ESL
*Math (MT 1510)
Pre-calculus
12
*ESL
*Economics
*Peer Mentor
13
14 15
Exams
16
Exams
17
Exams
18
Exams
19 20
21 22 23 24 25
Christmas Day
26 27
28 29 30 31
Measurable Outcome: The program coordinator will have the students do an assessment which includes asking students to consider the value of course
assignments throughout the semester to them as learners and have them reflect on the Pilgrim Program with other New England College students.
Assessment: Students in the Pilgrim Program will create a pro and con grid where students will discuss the pros and cons, costs and benefits, or
advantages or disadvantages to the program.
Lesson Plan: One to two page focused autobiographical sketch focused on a single successful learning experience in the past; connecting Tinto and
Schlossberg’s Theory

16
1 2 3
4 5 6 7 8 9 10
11 12 13 14 15 16
International
Student
Orientation
17
18
New Student
Orientation
19
Classes begin
*ESL
*US politics (PO 1110)
OR International Politics
(PO 1510)
20
*ESL
*Writing (WR1010)
*Peer Mentor
21
*ESL
*Peer Mentor
22
*ESL
*Theatre (TH 1211)
or Oral
Communication
(CO 1110)
23
*ESL
*History
*Peer Mentor
24
25 26
*ESL
OR International Politics
(PO 1510)
27
*ESL
*Writing (WR1010)
*Peer Mentor
28
*ESL
*Peer Mentor
29
*ESL
*Theatre (TH 1211)
or Oral
Communication
(CO 1110)
30
*ESL
*History
*Peer Mentor
31
Program: Host family
Assessment: Left up to the program facilitator for an in-class assignment.

17
1 2
*ESL
*US politics (PO 1110) OR
International Politics (PO
1510)
3
*ESL
*Writing (WR1010)
*Peer Mentor
4
*ESL
*Peer Mentor
5
*ESL
*Theatre (TH 1211)
or Oral
Communication (CO
1110)
6
*ESL
*History
*Peer Mentor
7
8
*ISA
9
*ESL
1510)
10
*ESL
*Writing (WR1010)
*Peer Mentor
11
*ESL
*Peer Mentor
12
*ESL
*Theatre (TH 1211)
or Oral
Communication (CO
1110)
13
*ESL
*History
*Peer Mentor
14
15
*ISA
16
*ESL
1510)
17
*ESL
*Writing (WR1010)
*Peer Mentor
18
*ESL
*Peer Mentor
19
*ESL
*Theatre (TH 1211)
or Oral
Communication (CO
1110)
20
*ESL
*History
*Peer Mentor
21
22
*ISA
23
*ESL
1510)
24
*ESL
*Writing (WR1010)
*Peer Mentor
25
*ESL
*Peer Mentor
26
*ESL
*Theatre (TH 1211)
or Oral
Communication (CO
1110)
27
*ESL
*History
*Peer Mentor
28
Program: Trip to Concord capital
Assessment: (Minute paper) The instructor gives the students a topic(s) (Ex. What was the most important thing you learned) and students have one minute to write about
the topic(s)
February 2015
March 2015

18
1
*ISA
2
*ESL
1510)
3
*ESL
*Writing (WR1010)
*Peer Mentor
4
*ESL
*Peer Mentor
5
*ESL
*Theatre (TH 1211)
or Oral
Communication (CO
1110)
6
*ESL
*History
*Peer Mentor
7
Spring Break
8
Spring Break
9
Spring Break
10
Spring Break
11
Spring Break
12
Spring Break
13
Spring Break
14
Spring Break
15
Spring Break
16
Spring Break
17
Spring Break
18
Spring Break
19
Spring Break
20
Spring Break
21
Spring Break
22
Spring Break
23
*ESL
1510)
24
*ESL
*Writing (WR1010)
*Peer Mentor
25
*ESL
*Peer Mentor
26
*ESL
*Theatre (TH 1211)
or Oral
Communication (CO
1110)
27
*ESL
*History
*Peer Mentor
28
29
*ISA
30
*ESL
1510)
31
*ESL
*Writing (WR1010)
*Peer Mentor
Program: Host family (if nothing is scheduled for spring break)
Assessment: None
April 2015

19
1
*ESL
*Peer Mentor
2
*ESL
*Theatre (TH 1211)
or Oral
Communication (CO
1110)
3
*ESL
*History
*Peer Mentor
4
5
*ISA
6
*ESL
1510)
7
*ESL
*Writing (WR1010)
*Peer Mentor
8
*ESL
*Peer Mentor
9
*ESL
*Theatre (TH 1211)
or Oral
Communication (CO
1110)
10
*ESL
*History
*Peer Mentor
11
12
*ISA
13
*ESL
1510)
14
*ESL
*Writing (WR1010)
*Peer Mentor
15
*ESL
*Peer Mentor
16
*ESL
*Theatre (TH 1211)
or Oral
Communication (CO
1110)
17
*ESL
*History
*Peer Mentor
18
19
*ISA
20
*ESL
1510)
21
*ESL
*Writing (WR1010)
*Peer Mentor
22
*ESL
*Peer Mentor
23
*ESL
*Theatre (TH 1211)
or Oral
Communication (CO
1110)
24
*ESL
*History
*Peer Mentor
25
26
*ISA
International
Night
27
*ESL
1510)
28
*ESL
*Writing (WR1010)
*Peer Mentor
29
*ESL
*Peer Mentor
30
*ESL
*Theatre (TH 1211)
or Oral
Communication (CO
1110)
Program: International night for students and community members
Assessment: Self Confidence survey

20
1
*ESL
*History
*Peer Mentor
2
3 4
*ESL
OR International
Politics (PO 1510)
5
*ESL
*Writing
(WR1010)
*Peer Mentor
6
*ESL
*Peer Mentor
7
*ESL
*Theatre (TH 1211)
or Oral
Communication (CO
1110)
8
*ESL
*History
*Peer Mentor
9
10 11
Exams
12
Exams
13
Exams
14
Exams
15 16
Commencement
17 18 19 20 21 22 23
24 25 26 27 28 29 30
31
Program: Theatre production
May 2015

ESL Conversation Partners Outline
Week 1
Topic: Getting to Know You
 Basic Introductions
 Where does your name come from? Were you named after anyone, or is there a story behind
your name?
 Where are you from?
 Talk about majors
 What would you like your career to be?
 What is your favorite food? Have you found a new favorite since you have been in the U.S., or
did you ever try something you really loved while you were traveling?
 What is one book you have read that changed your views on something you didn’t know much
about?
 When is your birthday? What is your favorite birthday tradition? Do you have a favorite
birthday memory?
 What would you do if you won the lottery?
 Do you have any pets? Would you like to have pets? What is your favorite animal?
Week 2
Topic: Communication & Time
Short Activity on “Mindfulness” in Intercultural Communication
 What is your preferred method of communication (Face to Face, phone, email, text, written
notes)? Why do you prefer this method?
 Talk about a time that you struggled with communication, or were misunderstood. What factors
do you think contributed to the confusion?
 What is one area of communication that you would like to improve upon? (Reading non-verbal
communication, understanding intonation, listening, etc.) How would it contribute to a more
successful communication experience?
 What role does the concept of time play in your life?
 How would you describe time in your culture?
 Have you encountered conflict with misunderstanding the use of time?
Week 3
Topic: Friends & Family
 Tell me about your immediate family (Parents, brothers, sisters, step parents or step siblings)
 Do you have extended family (grandparents, aunts, uncles, cousins)? What is your relationship
like with them?
 Do you have a family routine? (Dinner together, chores together, etc.?)
 How important are your friendships to you? What kinds of new friends have you made since you
have been in college?
 How do you stay connected to your friends from home while you were away?
 What is your favorite memory with a friend or family member?
 What types of qualities or personality traits do you look for in a friend?

22
 Do you trust all of your friends? How have you earned their trust, or how have they earned your
trust?
 What does loyalty mean to you when thinking about friends and family relationships?
 Are there certain qualities that cannot be present in your relationships/friendships, and can you
explain?
Week 4
Topic: Travel
 Where is the most exotic place you have ever traveled to?
 Have you ever experienced a travel “horror story”? If yes, what happened? (Give example of
what a horror story is)
 Who do you prefer to travel with, and why?
 What is your preferred method of travel? (Car, Bus, Train, Plane, Ship, other?)
 What are some places that you must see before you die? Why have you chosen these
destinations?
 What is the story behind your favorite travel souvenir?
 Are there travel differences between your home country and other countries, such as the United
States?
 Do you have a favorite game you like to play when taking a long trip with others? How do you
play it?
 Is there a “soundtrack” or playlist you must listen to when taking a long trip? What kinds of
songs are on it?
 Did your family take a lot of vacations growing up? Where did you go most often?
 Do you prefer a relaxing trip, or an action packed trip? Please describe your ideal vacation.
Week 5
Topic: Holidays & Traditions
 What is your favorite holiday? Please describe the holiday as if you are teaching someone about
it for the first time.
 Are there any traditions in your culture that are especially important to you? Would you like to
describe one, and why it is significant to you?
 Do you have any family traditions? Will you pass them down when you have children? Are
there new traditions you would like to start once you have children of your own?
 Which American holidays are you familiar with? Talk about different uncommon holidays
(Valentine’s Day, St. Patrick’s Day, April Fools Day, Earth Day, Memorial Day, Labor Day, 4th
of
July, Columbus Day, Halloween, Veteran’s Day, Thanksgiving)
 Are there uncommon holidays in your culture or country? What are they?
 What types of holiday parades have you attended? What are they like? Who participates?
Explain.

23
Week 6
Topic: Parties and Social Events
 What is your favorite type of party? How would you describe an ideal party?
 Have you ever attended a wedding? What are some customs that are specific to your country or
culture?
 What are some common etiquette practices that you are familiar with? (Meal time, party, other
social situations)
 Do you like to play games when you attend parties? What types of games?
 Describe a typical barbecue. What are some of the foods that are present? What types of
activities or events occur when you attend a barbecue?
 What is your favorite type of party food?
 How do you respond when you cannot attend an event, or do not want to accept an invitation to an
event?
 If you were to host a party, what would be on the menu or agenda? How would you go about
inviting people, planning, and carrying out the event?
 Do you have a “signature item” that you normally bring to an event or party?

24
Lesson Plans
*Note: These are ideally how the activities would take place, but these programs may be changed or
altered based by what the program coordinator feels comfortable with and can achieve.
Title: Connecting Theories
Month: August and September
Essential Questions:
How does requiring interaction help you, as a student feel welcomed into society? What things interest
you on campus or in the community that you would like to take part in this upcoming year?
What goals, challenges, and/or strategies do you have since moving to the United States? How do you
overcome your transitional fear of moving to the United States?
Outcome: Students will be able to or will have learned:
1) Define ways to become involved in the campus and local community.
2) Translate different event that take place in the United States that they attended for their activities.
3) Identify goals and strategies to overcome their difficult transition process.
4) Identify challenges they may face throughout the academic year.
5) Tinto’s Interactionalist theory and the importance of learning a new cultures.
6) Schlossberg’s Transitional Theory and the significances of identifying the difficult transition to a
new culture.
Objective: During the month of August and September students are to engage in three activities outside
of class (Athletic event, Residence Life Program, International Student Association, Business Club, etc.)
that students would not normally attend while they are in their native country.
Lesson: This lesson is part of a larger unit taught by the program coordinator that focuses on having
student’s feel welcomed to the United States. Students will be taught two higher education theories
(Tinto’s Interactionalist Theory and Schlossberg’s Transitional Theory) and the significance of interacting
with students from other cultures. This lesson attempts to allow students to make different connections
between the transitions that students go through while coming to the United States and engaging in
activities that they are not familiar with.
Activity:
1. The program facilitator should review the two theories (Tinto’s Interactionalist Theory and
Schlossberg’s Transitional Theory).
2. Begin class by asking students what they have done so far in the United States. Ask questions such
as, “What has caught your eye; what stood out right away; where have you gone; have you
interacted with other students besides those who are international students?”
3. Summarize both theories for students (on a handout).
4. Explain to students that you (the program facilitator) would like students to be more active on
campus; part of their grade is based off of a number of activities that connect them with local and
state cultures. Tell these students that you want them to go to three outside activities (Lacrosse
game, Rugby game, Residence Life Program, International Student Association program, or a club

25
event) that they seem curious about, that someone has asked them to attend, or something that they
have seen flyers for during the month of August and September.
5. Tell students that after each individual activity you would like them fill out a word journal. (On
that same handout you have the two theories on, include the overall prompt and what a word
journal is (please see the “assessment” for this portion of the lesson plan to reference a word
journal)).
6. Students should be told that this lesson will be a part of an on-going lesson plan through the
semester; meaning they will continue to work on this as the semester goes on.
7. Finally students in the Pilgrim Program will be told that at the end of the semester they will be
doing a presentation over Tinto’s Interactionalist Theory or Schlossberg’s Transitional Theory and
connect their experience(s) to one or both theories.
Assessment: Students who participate in the Pilgrim Program will fill out a word journal that prompts a
two-part response. First, the students will attend a community event and summarize the outside event they
attend in a single word through their own language. Second, the student will write a paragraph or two
explaining why he or she chose that particular word to summarize the event in English.
Materials:
 Pen or pencil
 Notebook or journal
 No cost
Title: Pumpkin Patch
Month: October
Outcome: Students will be able:
1) Define interchangeable words in the English language
2) Translate different meanings
3) List different words in the English language
4) Categorize words that mean the same thing.
Objective: During the month of October students will have a more in-depth understanding of different
English words.
Lesson: (In collaboration with the Trick or Treat program and the peer leader sessions). During the month
of October the certified ESL instructor will teach students inter changeable language that is and can be
used in the English language.
Activity:
1. A certified ESL instructor will give a series of lessons on interchangeable language (e.g. happy
also means joyful, pleased, cheerful; sad also means unhappy, miserable, depressed, gloomy,
down).

26
2. During this series of lesson plans students should interview at least two American students and
ask, “What is their favorite type of pumpkin design or what if I were to design a pumpkin what
should it look like?”
3. The program facilitator should take students to a local store to each buy a pumpkin.
4. Once the students return to campus the instructor should in some way label each persons’ pumpkin
so that after the lesson the students will be able to work on their assignment.
5. After a series of lessons presented by a certified ESL instructor on interchangeable language, the
program instructor will ask students to utilize what they have learned through the lesson plans and
carve a pumpkin.
6. After explain this, the program instructor will need to himself teach the students how to carve a
pumpkin ( to cut a hole at the top of the pumpkin, to remove the insides with a spoon and their
hands, to use a knife to cut the different objects out of the pumpkin) note: the program instructor
should either do this in strides with the students or do this as they watch the program instructor
(many may not comprehend the words you use and instead need to visualize what you just asked
them to do).
7. After completing this process students should be able to describe in a 3-4 page paper using the
different types of words they have learned throughout these lessons to describe what it was like to
carve a pumpkin (for many this will be their first time) their pumpkin looks like, and the
challenges they have while carving a pumpkin.
Assessment: After carving a pumpkin, students will have the weekend to write a 3-4 page paper that
connects the lesson plan with the activity. This activity and assessment will gage their understanding of
the various words in the English language. Students should be able to describe what their pumpkins look
like as well as interchangeable words that they learned while thinking of different ideas to carve their
pumpkins. Students should also include their challenges they faced while completing this activity.
Materials:
 Pen or pencil
 Notebook or computer
 Whiteboard
 Markers
 Pumpkins $3.50 x ___________ (number of Students)
 Pumpkin carving kit $10.00 x ___________________(number of Students)
Title: Taking A Trip To A Major City
Outcome: As a result of the Pilgrim Program by the end of the first academic term international students
will choose to travel to one major city with at least one American student.
Objective: During the month of November students will be required to go to a major city. During this
experience students will exchange in dialogue with unfamiliar people. Students should value this trip and
learn that the same challenges they face while on this trip they may face once they are in a regular English
speaking classroom.
Lesson: This lesson is part of a larger unit taught by the program coordinator and certified ESL instructor
that focuses on English at a more rapid pace while exchanging in dialogue outside of the classroom.

27
Activity: Students will be required go to on a trip to a major city and should go with at least one domestic
student to help translate if needed. However, this domestic student should not be there to translate word
for word, only if the international student needs help.
Assessment: (Paper) Students will write a 4-5 page paper (12 point font, Times New Roman), after the
required trip to a major city on the importance on integrating into the American culture and being able to
have the funding for the institution to help them travel to one city. Through this outcome the program
coordinator will turn in a synapsis of the student’s results into senior administrators to show the
importance and documentation of the program for international students’ success.
Materials:
 Pen or pencil
 No cost to students
Title: Making the Transition
Month: December
1) Define ways to become involved in the campus and local community.
2) Translate different event that take place in the United States that they attended for their
activities.
3) Identify goals and strategies to overcome their difficult transition process.
4) Identify challenges they may face throughout the academic year.
5) Tinto’s Interactionalist theory and the importance of learning a new cultures.
6) Schlossberg’s Transitional Theory and the significances of identifying the difficult transition
to a new culture.
Objective: Students will do a final presentation over their transition to American culture.
Lesson: Students will lead each other through the learned theories (Tinto’s Interactionist Theory and
Schlossberg’s Transitional Theory) and their experience with American culture.
Activity:
1. Students will have continued their lesson from August and September throughout the semester.
2. Students will then present on what their transition was like coming to the United Stated and trying
to understand American culture along with what the significance of this course has been in helping
them transition.

28
3. Students should be handed out a rubric with the required information (please see the “assessment”
for more details).
Assessment: Students in the Pilgrim Program will do a 20 minute presentation connecting the
information from August and September using Tinto’s Interactionalist Theory or Schlossberg’s
Transitional Theory while connecting their experience(s) to one or both theories throughout the semester.
In addition to the presentation, students will write a 3-5 page paper, in 12 point font, Times New Roman,
which connects Tinto’s Interactionalist Theory or Schlossberg’s Transitional Theory to the importance of
their education in the United States. This assignment will gage their understanding of the theories and of
the program. Please see the attached rubric
Materials:
 computer
 projector
 Markers
Oral Presentation Rubric : Pilgrim Program Final
Professor's Name: Joel Hoover
Student Name: ________________________________________
CATEGORY 4 3 2 1
Enthusiasm Facial expressions and
body language
generate a strong
interest and
enthusiasm about the
topic in others.
Facial expressions and
body language
sometimes generate a
strong interest and
enthusiasm about the
topic in others.
Facial expressions and
body language are
used to try to generate
enthusiasm, but seem
somewhat faked.
Very little use of facial
expressions or body
language. Did not
generate much
interest in topic being
presented.
Speaks Clearly Speaks clearly and
distinctly all (100-95%)
the time, and
mispronounces no
words.
Speaks clearly and
distinctly all (100-95%)
the time, but
mispronounces one
word.
Speaks clearly and
distinctly most (94-
85%) of the time.
Mispronounces no
more than one word.
Often mumbles or
cannot be understood
OR mispronounces
more than one word.
Content Shows a full
understanding of the
topic.
Shows a good
understanding of the
topic.
Shows a good
understanding of parts
of the topic.
Does not seem to
understand the topic
very well.

29
Title: Trip to Concord
Month: November
1) The different political groups in the United States.
2) Recall the different terms learned while at the capital.
3) Summarize their experience at state capital in Concord.
4) How to support American politics and what each group represents.
Objective: Students will learn about American politics.
Lesson: This lesson is part of a larger unit taught by one of the one course credits on American politics.
The facilitator’s job in this lesson plan is only to coordinate with the course instructor for the American
politics course as well at the state capital. In addition to that the program coordinator will reserve the
school vehicle and act as a chaperone.
Activity: Students in the Pilgrim program will go travel to the state capital in Concord to help connect
things in the classroom. Once students have returned from this trip the program coordinator may assess
the class trip by having students do a series of one minute papers over their experience and what they
learned.
Assessment: (Minute paper) The instructor gives the students a topic(s) (Ex. What was the most
important thing you learned) and students have one minute to write about the topic(s)
Materials:
 Pen or pencil
 No cost to students
 Bus or vans to accommodate all students
Be Prepared Student is completely
prepared and has
obviously rehearsed.
Student seems pretty
prepared but might
have needed a couple
more rehearsals.
The student is
somewhat prepared,
but it is clear that
rehearsal was lacking.
Student does not seem
at all prepared to
present.
Voice Volume is loud enough
to be heard by all
audience members
throughout the
presentation.
Volume is loud enough
to be heard by all
audience members at
least 90% of the time.
Volume is loud enough
to be heard by all
audience members at
least 80% of the time.
Volume often too soft
to be heard by all
audience members.
listening Listens intently. Does
not make distracting
noises or movements.
Listens intently but has
one distracting noise
or movement.
Sometimes does not
appear to be listening
but is not distracting.
Sometimes does not
appear to be listening
and has distracting
noises or movements.

30
References
About NEC. (n.d.). Retrieved on November 1, 2013, from New England College Mission Statement and
Mission Description: http://www.nec.edu/pdf-files-
1/academics/assessment/Microsoft%20Word%20-%20NEC%20-
%20Mission%20Statement%20and%20Values.pdf/view?searchterm=mission statement
Citation [Def 1]. (n.d.). In Merriam Webster Online, Retrieved March 2, 2014, from
http://www.merriam-webster.com/dictionary/citation.
Evan, N. J., Forney, D. S., Guido, F. M., Patton, l. D., & Renn, K. A. (2010). Student Development in
College. San Francisco: Jossey-Bass.
Schuh, S. (2013). Assessment Plan. Unpublished manuscript, Department of Higher Education, New
England College, Henniker, New Hampshire.
Seidman, A. (2012). College Student Retention. Lanham: Rowan and Littlefield Publishers.
Student Development. (2013). Office Of Student Development. Retrieved November 6, 2013, from,
http://www.nec.edu/student-life

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