artifact c3: international transfer students and learning communities

8/18/2019 Artifact C3: International Transfer Students and Learning Communities

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INTERNATIONAL

TRANSFERSTUDENTS AND

LEARNING

COMMUNITIESKatie Bates

Kari Berkas

Ona Fisher

Rosie Sabaric

SDAD 5400

February 24, 2015


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OVERVIEW

International transfer student experience

Theoretical frameworks

Learning communities

Potential SU model

Action items


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INTERNATIONAL TRANSFER

STUDENTS

An international transfer student is a student from another

country who has transferred from another institution.

• Within the United States

• Community Colleges


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REFLECTION

Adapting to academic rigor

Connecting to peers

Finding resources on campus

Connecting with faculty

Balancing social and academic lives

Rank these aspects of student life and how they

might affect you personally


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THE INTERNATIONAL TRANSFER

STUDENT EXPERIENCE

Transfer student experience:International studentexperience:

Working within the USeducational system

Classroom norms

Language barrier Connections with American

peers

Feeling “different”

Not able to work off campus

Cliques based on homecountry/culture

New institution’s culture/systems

More rigorous 4-year university

environment

Transfer into what are generally the

most intense years of college

Commuter students, non-traditional

students

Transition into a more residential/

engaged campus atmosphere

Social groups have already been

formed

Maintain connections formed in

community college


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A UNIQUE EXPERIENCE

Transfer

student

experience

Internationa

l student

experience

International

Transfer Student

Experience

Assumption of recent arrival

Less diversity

Faculty less accustomed toteaching international

students

ELCB

Visa requirements


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THEORETICAL FRAMEWORKS

Astin’s Theory of Involvement Involvement is key

Schlossberg’s Transition Theory

Support students in transition

Chickering’s Theory of Identity Development

College is a time for personal development and growth

Kolb’s Theory of Learning

Addresses learning styles and academic rigor

Phinney’s Model of Ethnic Identity Development

Kim’s International Student Identity (ISI) Model

Integration is key


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WHAT ARE THE

BENEFITS OF

LEARNING

COMMUNITIES?


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LEARNING COMMUNITIES

Encourages active vs.passive learning

Generally higher retentionrate

Connect students inside and

outside the classroom

Learning as a socialendeavor

Provides studentsopportunities to learn

with/from differentperspectives

Formation of support groups

Connecting with faculty

Three characteristics of strong

learning communities

1. Strong student and

academic affairs

collaboration

2. Clear objectives with a

strong academic focus

3. Seizing the opportunity for

learning wherever and

whenever it occurs


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POTENTIAL MODEL FOR SU

30 students and one faculty member

Involvement of student affairs offices and professionals

1-credit course: Welcome to Seattle University

Intentional relationship building between domestic and

international students, and transfer and non-transfer students

Online component

Peer mentorship

Service learning


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ACTION ITEM

Think about your role on campus and the information that has been

presented. What is one thing that you can do in your role to foster

an inclusive environment for international transfer students at

Seattle University? Take a moment to write this action item down.


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THANK YOU

Questions?

artifact c3: international transfer students and learning communities

Documents