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.
Submissions from 2024
Developing a Teaching "Toolbox" with Experiential Learning Principles, Kieth Matte
Building a Bridge Between Student-Centered Teachers and Teacher-Centered Students, Kimber Summers
Submissions from 2023
Identity (De/Re-)Construction: A shifting scale of identities moving abroad and its teaching implications, Matthew Francis
Opportunities for Healing Through Storytelling and Storylistening, Danielle Kennedy-LaReau
Submissions from 2022
Beginning English Literacy Instruction for Adult Refugees and Immigrants: An Attempt to Decolonize the Approach(es), Xania Bytof
Introduction to Entrepreneurship Course for Adult ESOL Students - Course Development and Materials -, Susana Gobitas
Leveraging the Dynamics of the Mixed Level Classroom: A Materials Collection, Emily Hampston
Virtual Free-Writing Journal Portfolios in an Intensive English Program in Iraq, Charles McKinney
The Changes to Cultural Identity in Expatriates and Their Effects on the EFL Community, Kelly Nault
Practicing Self-Advocacy for Displaced People in the English Language Learner Classroom, Payton Persinger
Building School Community Amidst Tracking Systems and Social Media, Christina Romero
Trauma-Informed Teaching Practices Post-COVID: A Classroom Action Project, Jillian Weemaes
Submissions from 2021
Rethinking Language Teaching Methods and Materials, Matthew Barge
Supporting Refugees and Newcomers: A Case Study in the Essex Westford School District of Vermont, Ciara Ertle
First-Year Teacher Training Programs: Examining the Structure of Support, Avery Lussier
A Virtual ELL Community: Manual for Creating an ELL District Website, Brooke Norvish
Approaches to Narrative Instruction for Second Language Learners, Mathew Peters
Using Film as a Multimodal Text in the Language Classroom, Kate Marie Steckmest
A Teacher's Guide to Plurilingual Pedagogy, Elisabeth Wichser-Krajcik
Submissions from 2020
An Experimental CLIL Course for Moroccan Students Preparing for the International Baccalaureate, Amine Bouhzam
Using what you have: Understanding and utilizing the intergenerational make up of a porous, fluid classroom to better serve non-profit students, Timothy Bowman
Interacting with the Other: Culturally Responsive Approaches Toward Intercultural Competence, Tamara Devine
Can I Make the Language Mine? Dynamics and Implications of Language Ownership within ESOL Classrooms, Megan Ellsworth
Natural Resources: The Confluence of ESL/ELL and Outdoor Education, Andrew Oates
Surviving Monolingualism: Embracing Translingual Perspectives and Trans-semiotizing, Kyle O'Brien
Marrying Science and Experience: An Exploration of How Multilinguals Interact With and Between Languages and Cultures, Allie Heeg Polzin
Submissions from 2019
Promoting Pro-Environmental Behavior Through Engaging Cultural Diversity in the English as a Second Language Classroom, Pia T. Adler
An Academic Writing Curriculum and Materials for A1-B2-Level Learners in a Turkish University’s English Language Preparatory Program, Matthew Champlin
Educational Neuroscience for Adult Education Students in the U.S. and Maine, J.Sean Chung
English Corner: a guide for teachers, Tom Fay
Designing an Integrated Education and Training Program for English Language Learners at a Community-Based Literacy Organization, Courtney J. Lord
Online Learning as an Alternative Form of Education for Individuals Impacted by Conflict, Wynter Oshiberu
Submissions from 2018
Mediation in the Mediterranean: Italy as a Crucible for Immigration and Intercultural Mediation, Nicole Patteuw Abetti
The Social Factors of Fossilization, Ashley Brigham
Building a Curriculum for the English Language Learning Program at a New University, Michael Cassidy
Proposal for Implementing the Flipped Learning Method in Dentistry English, Zumrut Cassidy
Critical Complexity: A Challenge to Engage for Educators, Elizabeth Johnson
Feedback in the Lesson Observation Process: What Guides a Teacher Towards Development, Lina Kerbelyte
Age, Aptitude, and Autonomy: An Exploration of Self-Guided Learning and Autonomy Development in Adult Learners, Nicole Lopez
Submissions from 2017
Cultural Connections in Santa Fe, New Mexico, Anne M. Birch
Tutor Training in a Connecticut Mill Town, Eleanor/Nell K. Cass
On the Road to Bliss (Discoveries in Tesol), France Menk
Mindfulness for Teachers: A Plan for Intrapersonal and Interpersonal Growth, Bryan Meyer
Memoverbs®: Designing an Online Educational Game for English Learners, Bruna Tadross
The Communicative Functions of Language: An Exploration of Roman Jakobson’s Theory in TESOL, Angela C. Tribus
Drama for Social Justice: Embodying Identity and Emotion in ELT, Riah Werner
Submissions from 2016
Developing and Implementing a Sustainable Assessment Program for the Self-Aware College Language Tutor, Brian L. Adler
MULTI IDENTITY CONFLICT: A CASE STUDY ON SUDANESE REFUGEES AND ASYLUM SEEKERS IN JORDAN, William C. Clifton Jr.
Experiences Learning English: A Case Study of Adult Immigrants in Portland, Maine, USA, Pamela L. Kasabian
Beyond Embracing A Multicompetent Self: An Autoethnography of A NNEST, Seullee Talia Lee
Reflections on Donor-Funded Reports and Education Programs in Pakistan: A Qualitative Analysis on Pakistan’s English Education, Amy M. Puett
Submissions from 2015
SIT’s Low-Residency Master of Arts in TESOL Program: Principles and Practices in Online Teaching and Learning, Jaime Durham
Applying Systems Theory as a Lens on Teacher and Student Perceptions of Assessment and Feedback in an Intensive English Program, Thomas A. Germain
English Writing in the Micronesian Context, Sylvia Henry
American History Content-Based Instruction in China, Matthew K. Ingalls
Reflection on an Intercultural Communication Workshop for Japanese Executives: Doing Business with U.S. Americans, Kristine E. Menn
Implementing an Extensive Reading Program in an Intensive University EAP Curriculum, Matthew Peel
Teaching Conflict Transformation Through Stories, Pablo C. Reyes
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
A Case for an Ecological Approach and against Language Commodification in ELT, Vinicius O. Souza
BREATHE to Understand, Maxine Swisa
Submissions from 2014
Intercultural Awareness through English Language in Middle Schools: The Case of Kosovo, Leonora Gashi
An Overview of Ladino: The Origins, Survival and Resurgence of Judeo-Spanish, Rachel S. Goodman
Examining Student Motivation in Saudi Arabia, Sarah Marie Springsteen
Submissions from 2013
Motivating English Language Learners by Integrating Their L1 and C1, Badequnzhu Badequnzhu
Principled Approaches in Online Teacher Education: Migrating SIT’s Masters in Teaching Program, Katrina N. Baran
Reflective Teaching Practices: Looking Beneath the Surface and Emergent Cyclical Experiential Learning Processes and Outcomes, Mazie E. Black
Guided Discovery Grammar Instruction: A Review of the Literature with Original Teaching Materials, Marcella Caprario
My Teaching and Administrative Experience in the Middle East: A Cultural Perspective, Agustin E. Francisco
Raising a Sense of Self-Worth: Action Research on Self-Compassion in an English Program, Shinichiro Matsuguma
Academic Writing in an Islamic Context: Strategies and Methods, Chad B. Mclennan Mr.
On Being Transcultural, Farah FM Mohamed
On Being Transcultural, Farah FM Mohamed
Humor in the Classroom: A Series of Three Workshop Plans, Roger Ramirez
Black English and Culture Meet the Mainstream Classroom, Giselle Robitaille
Submissions from 2012
Cuisenaire Rods: Pedagogical and Relational Instruments for Language Learning, Sevilay Akarcay
Teaching Writing Right: Scaffolding Writing for EFL/ESL Students Case Study: Algerian EFL Secondary School Students Challenges and Opportunities, Nadia Bourouba
Narrative Inquiry in the Language Classroom: An Incubator of Identity and Growth Exploration, Olga Culver
Teaching as a Reflective Practice: Orgasmial Theory and its Refutation, William Culver
“Teach to the Middle”: A Double Case Study of Two Multilevel EFL classes in the Middle East, Teresa Hernandez
Embracing the Opposition: Normative Culture and Candid Communication at the Buffalo Mountain School, Christian McCrory
Utilizing the Interactive Reading Model in a Continuing Education Course, Shawn McRae
English Language Teaching Using the Whole Student Philosophy, Tahira Y. Muhammad
Folktales and Philanthropy: Using Folktales as a Bridge to Community Service, Anne Michelle Myrick
The Culture Boundary: How Awareness Informs Teaching Practice, Angela Richardson
A World Englishes Study of Korean University Students: Effects of Pedagogy on Language Attitudes, Patrick Rousseau
Using L1 Culture to Acquire L2 Culture: ZPD framework, Amjad Taha
The Process Approach as Writing Instruction in EFL (English as a Foreign Language) Classrooms, Gregory D. Vanderpyl
Movement in Learning: Revitalizing the Classroom, Marcus Van
Submissions from 2011
Sustained Silent Reading in the ESL Classroom: The Silent Motivator?, Megan V. Ahonen
Folklore or Britney Spears: EFL Decisions in an Increasingly Global World, Erin C. Anderson
Framework and Rationale for Developing a Single Language Exploratory Program For Students in Grades 1 – 3, Amy Bentley
Instructional Practices That Hinder And Support Esl Students In The Self-Contained ESL Classroom and The Mainstream Classroom, Ebru N. Bozburun
Cultivating Knowledge In The School Garden: New Ways Of Teaching Literacy To ESL Students, Michele DuRivage
From Riyadh to Portland: The Study Abroad Experiences of Five Saudi Arabian Female Students, Dana Kampman
Creating Avid Readers across Content Areas: Explicit Reading Instruction in the ESL Classroom, Rashmi Koushik
Cognitive Load And Its Major Pedagogical Implications, Focus On Education In Jordan, Bassam Kutkut