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Bridging Study Abroad and International Students Creating Collaborative and Innovative Programming

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Title: Bridging Study Abroad and International Students Creating Collaborative and Innovative Programming


1
Bridging Study Abroad and International Students
Creating Collaborative and Innovative Programming
  • Sarah Park
  • Jessica Wells
  • The University of Georgia

2
Overview for Presentation
  • Bridging international and study abroad students?
  • Creating programs to bridge students
  • Program planning
  • Study Abroad Program typology
  • Cultural theory connections
  • Student development and learning
  • What have you done on your campus?
  • Example programs
  • China study abroad program at UGA
  • Things to consider
  • Resources and references

3
Bridging International Study Abroad Students?
  • Information and cultural gap with staff
  • Various theories and development
  • Working with various learning styles
  • New ways for students to learn from each other
  • Create a holistic learning experience for
    students
  • Collaborative learning. Another of Chickering
    and Gamsons (1987, 1991) principles of good
    practice in undergraduate education is that
    student learning is enhanced when it occurs in a
    context in which students work with and teach
    each other. (Pascarella Terenzini, p. 102,
    1991).
  • Pascarella, E.T. Terenzini, P.T. (1991). How
    college affects students. San Francisco
    Jossey-Bass.

4
Things to consider when creating programs for
international and study abroad students
5
Program Planning
  • Is there a need for the program?
  • Are there students who are interested?
  • Time?
  • Faculty and staff support
  • Financial resources
  • Stakeholders in program
  • International and Study Abroad Professionals
  • Career Center
  • Counseling/ Health Center
  • Writing/Tutoring Resources
  • Local Community
  • Type of Institution
  • Assessment

6
Program Planning
  • Students are not passive recipients of
    institutional efforts to educate or change
    them but rather bear major responsibility for any
    gains they derive from their postsecondary
    experience. (Pascarella Terenzini, P. 602,
    1991).
  • … knowledge is more a socially held or socially
    based phenomenon than it is a body of information
    and concepts transmitted from expert to novice.
    Consequently, it is most effectively acquired
    through social or group interactions and
    activities in which peers actively engage in
    knowledge construction (Palinscar et al., 1989,
    Pascarella Terenzini, P. 103, 1991).
  • Pascarella, E.T. Terenzini, P.T. (1991). How
    college affects students. San Francisco
    Jossey-Bass.

7
Study Abroad Program Typology
See NAFSA s Guide to Education Abroad Part III,
Chapter 1 Program Designs and Strategies
8
Cultural Connections Theory
  • Contact Theory/Contact Hypothesis
  • To diminish prejudice… need equal status, common
    goals, cooperation, and authority sanction for
    the contact (Allport, 1956) (Pettigrew and
    Tropp, 2006).
  • Cultural Adaptation/Culture Shock
  • Individuals go through a process of identify
    loss, strain and confusion when interacting with
    a new culture. (Oberg, 1960.)
  • Group Membership
  • Ethnocentrism - in group and out group views
    and stereotypes (Huang, 1994).
  • Intercultural Competence
  • 4 Dimensions (Fantini, 2001)
  • Knowledge, skill, attitudes, and awareness
  • American Council on Education, Innovative campus
    strategies Using international students and
    scholars to enhance the curriculum. Retrieved
    from website on July 16, 2008. http//www.acenet.e
    du

9
Student Development and Learning
  • Kolbs theory (cycle of learning)
  • Learning is a 4 stage cycle
  • Defines learning as the process whereby
    knowledge is created through the transformation
    of experience
  • EXAMPLE
  • Kolbs cycle of learning involves students
    first having an experience, like meeting an
    international student. Which should then be
    followed up by abstract conceptualization, like
    studying about an international topic or where
    the student is from. Following from there is
    active experimentation where the U.S. student
    engages more with international students or
    studies abroad. Finally the U.S. student needs
    reflective observation where they reflect on
    their experience through a journal, re-entry
    program, sharing their experience with others,
    etc.
  • Kolb, D.A. (1984). Experiential learning
    Experience as the source of learning and
    development. Englewood Cliffs, NJ Prentice Hall.

10
Student Development and Learning
  • Schlossberg Mattering and Marginality
  • Student success is dependent upon the degree to
    which students feel they matter
  • Engage both U.S. and international Students
  • Students need to have a sense of belonging if
    they are going to succeed, grow and develop
  • Minority students in all white campuses are more
    susceptible to their marginality feelings
  • When students feel marginalized they are less
    responsive to learning, they are preoccupied with
    belonging..
  • Schlossberg, N.K., Lynch, A.Q., Chickering,
    A.W., (1989). Improving higher education
    environments for adults Responsive programs and
    services from entry to departure. San Francisco
    Jossey-Bass.

11
Student Development and Learning
  • Astins Postulates (college student involvement)
  • Students learn by becoming involved
  • The amount of learning or development is directly
    proportional to the quality and quantity of
    involvement
  • Educational effectiveness of any policy or
    practice is related to its capacity to introduce
    student involvement
  • Astin, A. (1993). What matters in college Four
    critical years revisited. San Francisco
    Jossey-Bass.

12
  • What have you done on your campus?

13
Example Programs
  • Mentoring Program/ Global Friends
  • Language partners
  • Coffee Hour/House
  • Language Houses living/ learning communities
  • Pre-departure program guest speakers
  • Legal Advice (law students)
  • Writing Volunteers/Tutoring Assistance

14
Example Programs
  • International Etiquette Lunch
  • Language tables coordinated by student orgs.
  • Orientation Leaders
  • Tax Volunteers
  • Global Leadership Program
  • Language Living/Learning Community
  • International Student/U.S. Student Organization

15
Example Programs
  • China Study Abroad Program at UGA, where
    international students are with assisting with
    study abroad programs by providing handouts,
    helping teach a Chinese Etiquette luncheon,etc.
  • International Cafe, an informal meeting place for
    international students and U.S. students.
    Students practice their English, learn the local
    dialect, and learn American pop culture from
    U.S. students. (From Kapiolani Community
    College).
  • International Poetry Reading, sponsored by the
    modern languages and literatures departments.
    Featured poets from several countries.
    International students were asked to read poems
    in their native languages. (From Beloit College).

16
Example Programs
  • Visiting Professorship, brings distinguished
    scholars, political figures, artists, etc. who
    contribute to international understanding and are
    able to interpret American life when they return
    to their home countries to share their
    experience. (From Grinnell College)
  • Program created to bring international students
    into K-12 classrooms to impact internationalizatio
    n of the K-12 curriculum. Organized through the
    College of Education at Michigan State
    University.

17
Example Program China Study Abroad at UGA
  • Collaborated with administrators and students on
    campus
  • Looked at ways to interconnect international
    students and U.S. students
  • New pre-departure program that encourages
    interactions and sharing of information between
    participants
  • Made the program mutually beneficial for BOTH the
    international and U.S. students
  • Looked at the program holistically. Included
    career development and social activities to
    encourage international learning and career
    development after the program is completed.

18
Example Program China Study Abroad….Timeline
  • Formed a committee
  • Selected a student population to create a pilot
    program
  • Contacted Academic Programs/Faculty
  • Researched financial resources
  • Applied for grant money
  • Worked with faculty and committee to create a
    program that would interconnect UGA international
    students and U.S. students studying abroad

19
Example Program China Study Abroad….Timeline
  • Contacted Chinese students at UGA
  • Had the program included as part of the
    syllabus for the study abroad students
  • Organized programs/activities that would benefit
    both student groups
  • Chinese students created materials to give to the
    U.S. students including
  • Etiquette in China
  • Communication tips
  • Helpful hints involving travel, food, safety,
    etc.
  • Helpful phrases
  • Contacted University media to cover story about
    the pilot program

20
Example Program China Study Abroad….Timeline
  • Organized a luncheon on Chinese Dining Etiquette
    at Peking Restaurant
  • Both students in the study abroad program and
    international students attended
  • The Chinese students shared information related
    to communication, travel, dining, etc.
  • Students took a collective picture outside the
    restaurant (3 days before U.S. students departed
    on trip)
  • Chinese students received certificates in
    recognition of their volunteer work and
    assistance
  • Created a program for the Chinese students to
    participate in a traditional American event
    while the U.S. students study abroad
  • Line dancing and BBQ!
  • Send out announcements to have the U.S. students
    and Chinese students meet for a welcome back
    reception in the Fall
  • Conduct assessment to find out effectiveness of
    program. Both groups of students will be included
    in the assessment

21
Chinese Etiquette Luncheon at Peking Restaurant
22
International Etiquette
62 Percentage of executives in the U.S. Canada
who feel that they would benefit from an
international etiquette course (that is when and
whether one should shake hands, give a kiss on
the cheek or bow when greeting an overseas
colleague)
23
China Study Abroad Program Highlights
  • Etiquette Luncheon
  • Pre-Departure Information Session
  • Handouts from Students from China
  • American experience program
  • Career preparation help
  • Welcome Back Reception/Photo Contest
  • Publicity in University Publications
  • Assessment

24
Challenges Can this Work at My Institution?
  • Collaboration with other departments/areas
  • Issues programming for both international and
    study abroad students
  • Resources
  • Time
  • Interest from students
  • Support from co-workers, supervisors, and other
    administrators for the program

25
Challenges China Study Abroad Program
  • Institutional support (faculty letter, press,
    etc)
  • Money and resources
  • Lack of international students from popular study
    abroad locations

26
Things to Consider….
  • Inexpensive Programming
  • Language tables, guest speakers,
    social-partners, volunteer programs
  • Utilizing Institutional Support
  • University grants
  • Assessment/University mission
  • Develop a Coalition
  • University administrators, faculty, local
    community

27
Final Thoughts
  • Consider New Pre-departure Study Abroad Ideas
  • Including international students
  • Adapt to learning styles
  • Ex) Lecture, handouts, activities, etc.
  • Create programs that are decentralized
  • Utilize experts on campus
  • International students
  • Faculty/Staff
  • Local Community Members
  • Create programs the benefit both international
    and study abroad participants
  • Engage local to go global
  • Incorporate ways for students to continue
    learning. Ex) Career preparation, etc.

28
Resources and References
  • American Council on Education, Innovative campus
    strategies Using international students and
    scholars to enhance the curriculum. Retrieved
    from website on July 16, 2008. http//www.acenet.e
    du
  • Astin, A. (1993). What matters in college Four
    critical years revisited. San Francisco
    Jossey-Bass.
  • Kolb, D.A. (1984). Experiential learning
    Experience as the source of learning and
    development. Englewood Cliffs, NJ Prentice Hall.
  • Komives, S.R., Woodward, D.B. (2003). Student
    services A handbook for the profession. San
    Francisco Jossey-Bass.

29
Resources and References
  • NAFSA s Guide to Education Abroad Part III,
    Chapter 1 Program Designs and Strategies
  • Pascarella, E.T. Terenzini, P.T. (1991). How
    college affects students. San Francisco
    Jossey-Bass.
  • Schlossberg, N.K., Lynch, A.Q., Chickering,
    A.W., (1989). Improving higher education
    environments for adults Responsive programs and
    services from entry to departure. San Francisco
    Jossey-Bass.
  • Theory Connections created by KCISSS and TLS for
    NAFSA (2008).

30
Contact Information
  • Sarah Park
  • Intl Student Scholar Advisor
  • The University of Georgia
  • (706) 425-3178
  • slpark_at_uga.edu
  • Jessica Wells
  • Assistant Director of
  • International Student Life
  • The University of Georgia
  • (706)542-7911
  • Jeswells_at_uga.edu
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