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Deanna Nisbet is a professor and the faculty chair of the TESOL program in the School of Education at Regent University. She has taught ESL/TESOL courses in a variety of settings since 1989.

She regularly presents at national and international conferences and serves as a consultant; and she has authored and co-authored numerous peer-reviewed publications.

Her areas of expertise and research include second language acquisition, language learning strategies, literacy and vocabulary development for English language learners.

Many of her research efforts have centered on the impact of affective variables in academic learning. Relationships between sense of community and academic achievement: A comparison among high school students. Teaching English to Speakers of Other Languages (TESOL), Inc.

Regent University School of Education Professor of the Year award, 2015 Cambridge Who's Who Among Executives, Professionals, and Entrepreneurs, 2009-10 Regent University Faculty Research Grant, Collaborative Investigator (with Wighting, M.) , 2005 North Carolina Teaching Certificate, Speech Pathology and Audiology, 1983Wendt, J., & Nisbet, D. The role of perceived learning and communities of inquiry in predicting international students' course grades in computer-mediated graduate courses.

Rockinson-Szapkiw, A., Wendt, J., Wighting, M., & Nisbet, D. The predictive relationship among the Co I framework, teacher immediacy, perceived learning and online graduate students' course grades. Alexandria, VA: Teaching English to Speakers of Other Languages, Inc.

BREMERTON — The lack of a single high school class has been a stumbling block for Lyle Candia throughout his career. Life just got in the way."Candia this fall earned the credit he needed to graduate high school through OC's High School 21 program, which offers adult students nontraditional ways to complete classes.

The 49-year-old Olympic College student who worked in the hospitality industry and diverse other jobs was passed over for promotions on more than one occasion, watching others less qualified but with high school diplomas tapped for advancement."It was something I always wanted to take care of," Candia said of his goal to complete high school. In Candia's case, the college arranged for him to take an independent study art class.

He now is pursuing a business management degree at OC, hoping for a career in human resources.

Students at OC have long had the option to complete their GED through the college's Adult Basic Education program.

The 21 program was added a year ago, modeled on a program developed by the state Board for Community and Technical Colleges.

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