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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?