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Item Setting the stage for intercultural engagement through professional development.(TESOL, 2021) Ene, EstelaItem Developing an ESL tutoring center and expanding operations online(TESOL, 2021) Ene, Estela; Sadri, RaeekaItem How does that make you feel: Student engagement with feedback(2021) Ene, Estela; Yao, JennyItem Creating engaging discussions online(Lucian Blaga University Publishing House, 2022) Ene, Estela; Padilla, DiegoItem International Students and Autonomy in Service-Learning English for Academic Purposes Courses(2022-11-08) Ene, Estela; Orlando, HonnorLearner autonomy, defined most frequently as the “ability to take charge of one’s own learning” (Holec, 1981, p. 3), plays an important role in learning generally speaking and language acquisition in particular (Thomas & Rose, 2019). Enabling learners to function independently is an important, if not the ultimate, goal of teaching. In Service Learning (SL), learners can operate autonomously, and likely become more autonomous as a result of practicing autonomy. Thus, autonomy can be a means as well as a goal. Studies, however, have not paid sufficient attention to the role that learner autonomy may play, especially when it comes to SL performed by international students. An important theoretical and practical question is whether increasing learners’ autonomy leads to better learning outcomes than other-/teacher-directed SL. If students learned as much or more when given more autonomy, teachers could better use the time they invest in the logistical overload that comes with coordinating every aspect of SL (as also noted by Kwenani & Yu, 2018); for example, teachers could focus on designing tasks that would benefit students and community partners alike and preparing their students for operating autonomously without losing focus or doing harm (Tryon et al., 2008). Thus, it is important to finetune our understanding of whether learner autonomy supports learning, and which aspects of learning it can support most productively.Item Collision Physics for the Math-Averse(Booth, Butler University, 2010) Layden, Sarah(Timing Scenario 1): The hit absorbed by the small car with excellent safety features prevented the big car from hitting a third, uninvolved car, an aged hatchback that would've crumpled like a wadded sheet of paper. In that car would be small children, a young mother cavalier with seatbelts. Her cigarette inches from the child in the passenger seat. The collision would push the glowing cherry directly into the child's eye. The collision that could've happened a mile up the road, but was prevented by the driver of the small car leaving five minutes late (Timing Scenario 2). There was coffee to be drunk, email to be checked, breakfast nearly forgotten but a piece of bread quickly toasted, quickly eaten. An email reconsidered, edited carefully, then reworded. The momentary regret of hitting "send." The clock checked, the panic of where-are-some-socks.Item Internationalized First-Year Writing by Design(U of Michigan Press, 2022) Ene, Estela; Cohen, Mary AnnItem Internationalizing at Home through Language and Cultural Exchange(U of Michigan Press, 2022) Allen, Matthew; Ene, Estela; McIntosh, KyleItem ePortfolios as Vital Tools for Grassroots Leadership Training Initiatives(AAEEBL, 2021) Oesch-Minor, Deborah J.; English, School of Liberal ArtsItem Developing an ESL Tutoring Center and Expanding Operations Online(2021) Ene, Estela; Sadri, Raeeka; English, School of Liberal ArtsA tutoring center offers students the additional support they need to develop as language learners and function well in U.S. academia. In this article, we describe the development of an ESL Tutoring Center and provide tips for tutoring students online.