The Self-Access Study Center (SASC) at Brigham Young University's English Language Center (ELC) is a self-access lab where students can work independently to improve their language skills. Although some students have discovered how to use the SASC effectively, the majority of them appear to be unaware of the resources available in the center. Their trips to the SASC end up becoming more like a cyber cafe situation, where friends send email and chat online. If the SASC is used merely as a computer lab, then students are not using the resources available to fine-tune their English skills. The current project addresses two points. First, in an effort to provide on-going support for students and teachers, a Web site and database were created to provide users with information regarding materials available in the SASC at Brigham Young University's English Language Center. Second, a SASC orientation for both students and teachers at the ELC was implemented in September of 2004. It took place in the SASC and gave students and teachers a brief explanation about how to use the SASC effectively. ELC students later completed a survey as means of gathering feedback regarding the use of the SASC. The survey data showed that the students felt the website was very helpful and that the orientation had a strong influence on how students used the SASC. Analysis of the data showed that students tended to be more autonomous as a result of the SASC orientation. The results from the 2004 survey, with regards to the materials that students reported using, indicate that students used the SASC more for individual use and group work than to fulfill assignments or requirements from their teachers.

In Winter semester of 2005 the English Language Center (ELC) began plans to implement a content-based program for students at its highest proficiency level in order to provide them with more effective preparation for academic studies in English. Since that time, the program has undergone various changes to provide a more stable, cohesive, and responsive curriculum. There is a need, however, for greater teacher support and training. This paper outlines the process I underwent to create a handbook that would provide needed guidance and training for teachers in this program. This project involved an in-depth needs analysis of teachers and students in the program. Results from this analysis led to the selection of three basic principles that were used in the design and development of this project: (1) practicality, (2) instructiveness, and (3) sustainability. The resulting project is a binder organized into four tabs: (1) Program Overview, (2) The Basics of Content-based Instruction at the ELC, (3) Challenges and Strategies in CBI, and (4) Additional Resources. This resource was developed using Microsoft Word 2007 and includes a variety of graphics, text boxes and layouts to provide a professional and user-friendly product. An evaluation of the project based on the responses of three teachers who used the handbook during Winter semester 2009 revealed that it was a useful and needed resource for teaching content-based classes at the ELC. Further piloting is needed to verify these findings. It is recommended that in the future this resource be maintained by the ELC Coordinator assigned to oversee the content courses. As the ELC continues to refine the content curriculum, evaluation and revisions of this handbook should be carried out at regular intervals to ensure its continued relevance and accuracy over time.