This Instructional Note elaborates on how weekly anonymous wellness check-in surveys can be designed and implemented in English courses to support students’ purposeful awareness of their well-being and to create a sense of supportive community in the composition classroom.

The “TYCA Guidelines for Preparing Teachers of English in the Two-Year College” neglects to mention portfolios or eportfolios as a best practice with which two-year faculty should be prepared; the authors argue that eportfolio pedagogy and practice should be part of two-year faculty preparation to best serve both students and faculty at two-year colleges.

The authors report on three case studies of ESL students who are taking courses to enter professional programs. Their experiences suggest learning strategies that may help students in professional programs and may offer ways for teachers of composition to support and prepare these students.