The Independent Professional Project (IPP) is a written thesis from the Master of Arts in TESOL Programs. Intended for second language teachers, it details a significant personal experience that is of interest and value to others in the profession. It may take the form of an academic research paper, a classroom-based action research project, a materials development project, an exchange group leadership project, or a language/culture study abroad project.

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Submissions from 2024

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Developing a Teaching "Toolbox" with Experiential Learning Principles, Kieth Matte

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Building a Bridge Between Student-Centered Teachers and Teacher-Centered Students, Kimber Summers

Submissions from 2023

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Identity (De/Re-)Construction: A shifting scale of identities moving abroad and its teaching implications, Matthew Francis

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Opportunities for Healing Through Storytelling and Storylistening, Danielle Kennedy-LaReau

Submissions from 2022

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Beginning English Literacy Instruction for Adult Refugees and Immigrants: An Attempt to Decolonize the Approach(es), Xania Bytof

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Introduction to Entrepreneurship Course for Adult ESOL Students - Course Development and Materials -, Susana Gobitas

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Leveraging the Dynamics of the Mixed Level Classroom: A Materials Collection, Emily Hampston

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Virtual Free-Writing Journal Portfolios in an Intensive English Program in Iraq, Charles McKinney

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The Changes to Cultural Identity in Expatriates and Their Effects on the EFL Community, Kelly Nault

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Practicing Self-Advocacy for Displaced People in the English Language Learner Classroom, Payton Persinger

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Building School Community Amidst Tracking Systems and Social Media, Christina Romero

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Trauma-Informed Teaching Practices Post-COVID: A Classroom Action Project, Jillian Weemaes

Submissions from 2021

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Rethinking Language Teaching Methods and Materials, Matthew Barge

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Supporting Refugees and Newcomers: A Case Study in the Essex Westford School District of Vermont, Ciara Ertle

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First-Year Teacher Training Programs: Examining the Structure of Support, Avery Lussier

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A Virtual ELL Community: Manual for Creating an ELL District Website, Brooke Norvish

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Approaches to Narrative Instruction for Second Language Learners, Mathew Peters

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Using Film as a Multimodal Text in the Language Classroom, Kate Marie Steckmest

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A Teacher's Guide to Plurilingual Pedagogy, Elisabeth Wichser-Krajcik

Submissions from 2020

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An Experimental CLIL Course for Moroccan Students Preparing for the International Baccalaureate, Amine Bouhzam

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Using what you have: Understanding and utilizing the intergenerational make up of a porous, fluid classroom to better serve non-profit students, Timothy Bowman

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Boosting Students’ Fluency through Incorporating Context-Specific Content into Task-Based Language Teaching, Reflecting on their Fatalistic Cultural Beliefs, and Fostering their Agency., Nixon Cadet

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Interacting with the Other: Culturally Responsive Approaches Toward Intercultural Competence, Tamara Devine

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Can I Make the Language Mine? Dynamics and Implications of Language Ownership within ESOL Classrooms, Megan Ellsworth

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Natural Resources: The Confluence of ESL/ELL and Outdoor Education, Andrew Oates

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Surviving Monolingualism: Embracing Translingual Perspectives and Trans-semiotizing, Kyle O'Brien

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Marrying Science and Experience: An Exploration of How Multilinguals Interact With and Between Languages and Cultures, Allie Heeg Polzin

Submissions from 2019

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Promoting Pro-Environmental Behavior Through Engaging Cultural Diversity in the English as a Second Language Classroom, Pia T. Adler

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An Academic Writing Curriculum and Materials for A1-B2-Level Learners in a Turkish University’s English Language Preparatory Program, Matthew Champlin

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Educational Neuroscience for Adult Education Students in the U.S. and Maine, J.Sean Chung

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English Corner: a guide for teachers, Tom Fay

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Designing an Integrated Education and Training Program for English Language Learners at a Community-Based Literacy Organization, Courtney J. Lord

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Online Learning as an Alternative Form of Education for Individuals Impacted by Conflict, Wynter Oshiberu

Submissions from 2018

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Mediation in the Mediterranean: Italy as a Crucible for Immigration and Intercultural Mediation, Nicole Patteuw Abetti

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The Social Factors of Fossilization, Ashley Brigham

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Building a Curriculum for the English Language Learning Program at a New University, Michael Cassidy

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Proposal for Implementing the Flipped Learning Method in Dentistry English, Zumrut Cassidy

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Critical Complexity: A Challenge to Engage for Educators, Elizabeth Johnson

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Feedback in the Lesson Observation Process: What Guides a Teacher Towards Development, Lina Kerbelyte

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Age, Aptitude, and Autonomy: An Exploration of Self-Guided Learning and Autonomy Development in Adult Learners, Nicole Lopez

Submissions from 2017

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Cultural Connections in Santa Fe, New Mexico, Anne M. Birch

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Tutor Training in a Connecticut Mill Town, Eleanor/Nell K. Cass

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On the Road to Bliss (Discoveries in Tesol), France Menk

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Mindfulness for Teachers: A Plan for Intrapersonal and Interpersonal Growth, Bryan Meyer

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Memoverbs®: Designing an Online Educational Game for English Learners, Bruna Tadross

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The Communicative Functions of Language: An Exploration of Roman Jakobson’s Theory in TESOL, Angela C. Tribus

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Drama for Social Justice: Embodying Identity and Emotion in ELT, Riah Werner

Submissions from 2016

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Developing and Implementing a Sustainable Assessment Program for the Self-Aware College Language Tutor, Brian L. Adler

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MULTI IDENTITY CONFLICT: A CASE STUDY ON SUDANESE REFUGEES AND ASYLUM SEEKERS IN JORDAN, William C. Clifton Jr.

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Experiences Learning English: A Case Study of Adult Immigrants in Portland, Maine, USA, Pamela L. Kasabian

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Beyond Embracing A Multicompetent Self: An Autoethnography of A NNEST, Seullee Talia Lee

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Reflections on Donor-Funded Reports and Education Programs in Pakistan: A Qualitative Analysis on Pakistan’s English Education, Amy M. Puett

Submissions from 2015

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Addressing the Past, Embracing the Future: An Analysis of How Historic Inequality has Created Current Obstacles to Learning English in Brazil and a Proposal for a New Community-Based Approach, Aja C. Bryant

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SIT’s Low-Residency Master of Arts in TESOL Program: Principles and Practices in Online Teaching and Learning, Jaime Durham

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Applying Systems Theory as a Lens on Teacher and Student Perceptions of Assessment and Feedback in an Intensive English Program, Thomas A. Germain

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English Writing in the Micronesian Context, Sylvia Henry

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American History Content-Based Instruction in China, Matthew K. Ingalls

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Reflection on an Intercultural Communication Workshop for Japanese Executives: Doing Business with U.S. Americans, Kristine E. Menn

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Implementing an Extensive Reading Program in an Intensive University EAP Curriculum, Matthew Peel

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Teaching Conflict Transformation Through Stories, Pablo C. Reyes

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What Does it Mean for a Teacher to Bring the Whole Person to the Classroom? Reflections and Strategies to Access the Authentic Self And Connect with the Energy of Joy in the Classroom Learning Experience, Arline M. H. Saturdayborn

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A Case for an Ecological Approach and against Language Commodification in ELT, Vinicius O. Souza

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BREATHE to Understand, Maxine Swisa

Submissions from 2014

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Intercultural Awareness through English Language in Middle Schools: The Case of Kosovo, Leonora Gashi

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An Overview of Ladino: The Origins, Survival and Resurgence of Judeo-Spanish, Rachel S. Goodman

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Examining Student Motivation in Saudi Arabia, Sarah Marie Springsteen

Submissions from 2013

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Motivating English Language Learners by Integrating Their L1 and C1, Badequnzhu Badequnzhu

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Principled Approaches in Online Teacher Education: Migrating SIT’s Masters in Teaching Program, Katrina N. Baran

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Reflective Teaching Practices: Looking Beneath the Surface and Emergent Cyclical Experiential Learning Processes and Outcomes, Mazie E. Black

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Guided Discovery Grammar Instruction: A Review of the Literature with Original Teaching Materials, Marcella Caprario

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My Teaching and Administrative Experience in the Middle East: A Cultural Perspective, Agustin E. Francisco

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Raising a Sense of Self-Worth: Action Research on Self-Compassion in an English Program, Shinichiro Matsuguma

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Academic Writing in an Islamic Context: Strategies and Methods, Chad B. Mclennan Mr.

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On Being Transcultural, Farah FM Mohamed

On Being Transcultural, Farah FM Mohamed

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Humor in the Classroom: A Series of Three Workshop Plans, Roger Ramirez

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Black English and Culture Meet the Mainstream Classroom, Giselle Robitaille

Submissions from 2012

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Cuisenaire Rods: Pedagogical and Relational Instruments for Language Learning, Sevilay Akarcay

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Teaching Writing Right: Scaffolding Writing for EFL/ESL Students Case Study: Algerian EFL Secondary School Students Challenges and Opportunities, Nadia Bourouba

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Narrative Inquiry in the Language Classroom: An Incubator of Identity and Growth Exploration, Olga Culver

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Teaching as a Reflective Practice: Orgasmial Theory and its Refutation, William Culver

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“Teach to the Middle”: A Double Case Study of Two Multilevel EFL classes in the Middle East, Teresa Hernandez

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Embracing the Opposition: Normative Culture and Candid Communication at the Buffalo Mountain School, Christian McCrory

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Utilizing the Interactive Reading Model in a Continuing Education Course, Shawn McRae

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Not You/Like You, With You: Toward a Praxis of Love, Learning, and Liberation in Teaching EFL Writing — On Zombies, De-colonial Feminisms, and Freire in EFL Contact Zones, Jessmaya Morales

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English Language Teaching Using the Whole Student Philosophy, Tahira Y. Muhammad

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Folktales and Philanthropy: Using Folktales as a Bridge to Community Service, Anne Michelle Myrick

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The Culture Boundary: How Awareness Informs Teaching Practice, Angela Richardson

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A World Englishes Study of Korean University Students: Effects of Pedagogy on Language Attitudes, Patrick Rousseau

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Using L1 Culture to Acquire L2 Culture: ZPD framework, Amjad Taha

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The Process Approach as Writing Instruction in EFL (English as a Foreign Language) Classrooms, Gregory D. Vanderpyl

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Movement in Learning: Revitalizing the Classroom, Marcus Van

Submissions from 2011

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Sustained Silent Reading in the ESL Classroom: The Silent Motivator?, Megan V. Ahonen

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Folklore or Britney Spears: EFL Decisions in an Increasingly Global World, Erin C. Anderson

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Framework and Rationale for Developing a Single Language Exploratory Program For Students in Grades 1 – 3, Amy Bentley

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Instructional Practices That Hinder And Support Esl Students In The Self-Contained ESL Classroom and The Mainstream Classroom, Ebru N. Bozburun

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Cultivating Knowledge In The School Garden: New Ways Of Teaching Literacy To ESL Students, Michele DuRivage

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From Riyadh to Portland: The Study Abroad Experiences of Five Saudi Arabian Female Students, Dana Kampman

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Creating Avid Readers across Content Areas: Explicit Reading Instruction in the ESL Classroom, Rashmi Koushik

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Cognitive Load And Its Major Pedagogical Implications, Focus On Education In Jordan, Bassam Kutkut