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Running head: MSHE SHANGHAI CO-CURRICULAR INTERVENTIONS 1

MSHE Shanghai Cohort Co-Curricular Interventions: Using PTP Model

Sara Coney, John Nguyen, Sandra Ponce, & Giovanni Rodriguez

California State University Fullerton

MSHE SHANGHAI CO-CURRICULAR INTERVENTIONS 2

MSHE Shanghai Cohort Co-Curricular Interventions: Using PTP Model

“Learning is a treasure that will follow its owner everywhere” (Chinese proverb, author

unknown). Chinese international students are choosing to pursue higher education in the United

States at an alarming rate, especially due to the prestigious reputation of universities in the

United States of America (Lee, 2015; Lowinger, He, Lin, & Chang 2014). The partnership

between Shanghai Normal University (SNU) and California State University, Fullerton (CSUF)

is an example of the increase of commitment to global learning (CSUF, 2015). The upcoming

fall 2015 semester will enroll 18 international graduate students, collectively named the

Shanghai cohort, in the Masters of Science in Higher Education (MSHE) program(Cloud, 2015).

By using Knefelkamp’s Practice-to-Theory-to-Practice (PTP) model, as outline by Evans,

Forney, Guido, Patton, and Renn (2010), we will design co-curricular interventions to address

the challenges associated with transition for the incoming Shanghai cohort. We begin by

identifying some limitations and biases: most student engagement and student development

theories were not created by empirical studies on Chinese international students or Chinese

students, we do not have previous knowledge in working with Chinese international students,

and our preliminary informal theory based interventions were made with limited experience.Our

initial thoughts were that students would need support in academics and psychosocial

development as they are studying abroad.The theory informed interventions will employ the

theoretical frameworks described in Jarvis’ experiential learning model and Schlossberg’s

transition theory and will draw additional support from Chickering’s identity development

theory, Tinto’s integrative model, Rendon’s validation theory, and Kuh’s engagement theory,

among others. While the interventions will benefit from being theory-informed, an area of

concern lies in the fact that these theories were not conceived in relation to international students.


To alleviate this, we will draw on empirical research to increase our understanding of

international student characteristics and cultures.

This paper will begin by describing the critical barriers typically experienced by

international graduate students including: academic challenges, social engagement, and cultural

connections. Through programmatic interventions, students are expected to establish

competency in four learning domains as prescribed by theMSHE program and in alignment with

the Council for the Advancement of Standards in Higher Education (CAS): leadership, personal

and professional development, education, and social justice and advocacy (California State

University Fullerton, 2015). To facilitate learning in these domains, the co-curricular program

will emphasize: peer mentorship, study halls, cross-cultural exchanges, and a professional

development series. We expect students to gain deeper understanding of their own and host

culture, identify diverse approaches to learning, and engage in meaningful social interactions by

the end of their six-month stay in the United States.

Literature Review

California State University, Fullerton (CSUF) is among universities in the United States

of America aspiring to be a model comprehensive university in the nation. CSUF is a public

four-year university offering 109 degree programs, including 54 graduate degree programs

(CSUF, 2015). CSUF serves a diverse population group and is recognized as a Hispanic Serving

Institution.Its College of Education distinguished faculty are transformative scholar-practitioners

devoted to advancing equity within education and preparing educational leaders who are

interested in change and committed to diversity. According to International Programs at CSUF,

of the 1,541 international students enrolled at the university at the end of spring 2014, 265 were

from the Republic of China (California State University Fullerton, 2015).


Lee (2015), in Quaye and Harper’s Student Engagement in Higher Education, suggested

that the challenges that international students have are: acculturation, academics, and social

integration. Positive perceptions of the host institution by international students occur when

faculty, staff, support resources, and domestic students work together to create learning

interactions through academic and social programming (Glass, 2012; Mamieishvli&Ketevan,

2012). International students reported being satisfied with their participation in programs, such

as personal and professional programs, and described it as beneficial to their adjustment,

including promoting academic success and reducing feelings of both social and cultural isolation

(Menzie& Baron, 2013; Spivey-Mooring and Aprey, 2014).

Goodman, Schlossberg, and Anderson (2006) introduced the 4 S Model to help identify

interventions to assist an individual transition; the four “S” stands for: situation, self, support,

and strategies. Studies were used to identify areas of support and strategies to guide the design

of the interventions. Understanding that psychosocial development is recycled when students

undergo new circumstance, Chickering and Reisser (1993), as cited in Evans et al. (2010),

developed seven vectors that focus on psychosocial development; making meaning of one’s self

and their relationships is critical for international students (Glass, 2012; Menzie& Baron,

2013).

Acculturation

International students may experience acculturated stress to the host culture while

studying abroad (Lowinger et al., 2014; Sullivan, &Kashubeck-West, 2015). In their transition,

the discrepancy between their educational experiences from their home country and that of the

host country can result in confusion and frustration (Sadykova, 2014). As described by

Lowinger et al. (2014), Chinese international students do not commonly participate in class or


socialize with their new host community due to feelings of insufficient English speaking skills,

contributing to this acculturated stress. Brown & Jones (2013) also note that the attitude of the

host community is key in the welcome of international students and their impression of the host

country.

According to Jarvis (2006), the learning process starts with the whole person and takes

into account the social context along with the type of learning and the experience. To encourage

a connection with the host culture it is important to establishing bonds with domestic peers

(Sadykova, 2014).

Academics

Asian international students not only benefit from personal contact in gains of learning,

but also benefit from having a higher level of English proficiency to reduce stress in the area of

academics (Bista, 2015; Poyrazli&Kavanaugh, 2006). Rientes, Beausaert, Grohnert,

Niemantsverdriet, and Kommers (2012) recommended that higher education institutions provide

international students more information about the specific academic and social culture of the host

institution; the MSHE program understands that the Shanghai cohort will need additional support

in American Psychological Association (APA) academic style writing and as

Angelova&Riazantseva (1999) suggested, faculty and staff should explicitly address this

academic need. Recognizing the cultural differences in academic and stress management, as

stated byMisra, & Castillo (2004), we can better address the academic adaptation needs and

design the appropriate strategies for adjustment (Zhou, Frey, & Bang, 2011).

Although International students were not a focus for Validation theory, marginalized

identities were, and Réndon (1994) stated the importance of being active agents of affirmation

early on in their transition in a higher education institution operating on the dominant narrative


through reassuring marginalized students’ abilities, this concept can serve crucial in the situation

of being in a host country and having a different academic culture.

Social

According to Suspitsyna (2013), the challenge of understanding the social norms from

the United States of America, specifically with social norms in college, can pose more difficulty

for international students than academic courses. To address this issue, it is important for

universities to educate international students on the dominant culture and social norms of the

host country (Baba, &Hosoda, 2014). Research also suggests that international students who

demonstrate a strong desire for personal growth tend to adjust better regardless of the various

challenges associated to learning a new culture with different social norms; networking is a goal

salient as a graduate student (Gardner, & Barnes, 2007;Yakunina, Weigold, Weigold,

Hercegovac, &Elsayed, 2013). Providing co-curricular engagement opportunities enhances

social interactions between domestic and international students (Arkoudis, Watty, Baik, Yu,

Borland, Chang, Lang, Lang, & Pearce, 2013).

Kuh (1995) can provide us with the context to understand how offeringmultiple

opportunities for engagement is important for social development, these opportunities can

increase a student’s perception of feeling connected to their environment and can promote

interactions with other students and faculty (Farley, McKee, & Brooks, 2011).

Theory to Practice

International student engagement in academic and social co-curricular programs allows

them to navigate the university effectively and report greater levels of learning and development

(Glass, 2012). Transition theory, psychosocial theory, adult learning theory, and student

engagement theories were used to design academic and social co-curricular interventions for the


Shanghai cohort. Drawing upon Knefelkamp’s Practice-to-Theory-to-Practice model as outlined

by Evans et al. (2010), we were able to identify: challenges and support, learning interventions,

and educator responsibilities.

Identifying Challenge and Support

The 4 S Model, described by Goodman et al. (2006), can be used to perform initial intake

of the MSHE Shanghai cohort to identify challenges and create co-curricular opportunities. The

situation can identify this transition as being an anticipated transition in the context of choosing

to participate in a hybrid MSHE program that contains six months of instruction abroad. Self can

be used to identify that the Shanghai cohort are adult students coming from various academic

disciplines that have taken the Test of English as a Foreign Language (TOEFL). Lee (2015)

presented challenges in acculturation, academics, and social integration with international

student populations, challenges specific to Chinese international students were caused due to

differences in academic and social cultures (Bista, 2015; Lowinger et al., 2014; Zhou et al.,

2011). The identified support can be building a partnership between faculty, staff, student

service departments, and domestic students to build strong academic and social support systems

(Baba &Hosoda, 2014). The strategy, based on findings,can be used to create the interventions

of: peer mentorship, study halls, cross-cultural exchanges, and the professional development

series.

Application to Learning Interventions

After the co-curricular interventions that addressed the challenges were identified, Kuh’s

(1995) definition of engagement as the time and energy spent was used as a framework to

measure how engaged a student was. Since the Shanghai cohort are adult students, it was fitting

to draw upon an adult learning theory. Jarvis’ (2006) model of experiential learning, specifies


three areas of learning: emotion, thought/reflection, and action, are used to define energy in

Kuh’s (1995) definition of engagement. It is important to note that Ranjita et al. (2004) states

that cultural differences exist in emotional, behavioral, and cognitive management of stress, and

Lowinger et al. (2014) recommended that host universities help Chinese international students

with psychosocial adjustment. Using Jarvis’ (2006) three learning areas as a framework for

creating interventions, an integration of Chickering and Reisser’s (1993) seven vectors of

psychosocial development would ensure that the content of the interventions will focus on

holistic development of the Shanghai cohort while at CSUF.

Educator Responsibilities

It is important to understand that the Shanghai cohort have chosen to pursue graduate

studies at CSUF and come with self-motivation, determination, and qualifications. The cultural

strengths that the Shanghai students bring will be marginalized coming to an institution with

different dominant cultural expectations. Drawing on Réndon (1994), faculty and staff can make

the initial welcoming efforts by actively creating opportunities for strong engagement early on

with support and understanding. Taking into consideration Sadykova (2014) regarding the need

to create close bonds with the host institution among collectivist cultures, it is crucial that faculty

and staff also engage in co-curricular programming to achieve student success

(Mamieishvli&Ketevan, 2012; Réndon, 1994).

Intervention Design

The conceptual framework of our co-curricular program originates from four of the

MSHE core learning domains: leadership, education, social justice and advocacy, and personal

and professional development (CSUF, 2015). Each of these domains associates with

components from Part 5: The Curriculum, of CAS’s Masters-Level Student Affairs Professional


Preparation Programs and with various competencies for the profession outlined by the

American College Personnel Association (ACPA) and the National Association of Student

Personnel Administrators – Student Affairs Administrators in Higher Education (NASPA)

(ACPA/NASPA, 2010). By aligning to the CAS guidelines, the learning domains meet

professional standards and assure high quality to the implemented programs. As a result, the co-

curricular programs encompass a wide range of student learning and development through the

perspective of what establishes best practices (Council for the Advancement of Standards in

Higher Education, 2015).

Peer Mentorship

Our first learning intervention, the peer mentorship program, pairs current MSHE

students with members of the Shanghai cohort (see Appendix A). Through intentional pairing, a

mentor-mentee retreat, and structured meetings, students will be able to develop interpersonal

relationships in line with Chickering’s theory of identity development. This intervention

addresses all four learning domains and is framed using Schlossberg’s Transition Theory and the

4 S model. The mentor-mentee retreat seeks to identify situational aspects, characteristics of

self, and psychological coping resources as students “move in” to the American institution.

Moreover, as students “move through” the semester, peer mentors provide support and aid

students in designing strategies to address academic, social, and cultural challenges. At the

conclusion of the semester, students “move out” of their transition, assessing their individual

growth in the learning areas identified by Jarvis’ experiential learning model.

Study Halls

The second learning intervention offers open study halls that provide opportunities for

peer learning assistance (see Appendix B). This structure allows the Shanghai cohort to


participate in group-oriented learning that directly addresses academic challenges and benefits

from social engagement framed in a collectivistic mindset. The intervention focuses on three

learning domains: leadership, education, and social justice and advocacy. It is guided by

Knefelkamp’s developmental instruction model, which aligns with Perry’s intellectual and

ethical development theory. Proximal development is achieved when the developmental

instruction strategies are used in a scaffolding manner. In this way, students exhibiting attributes

associated with Perry’s dualism schema, for example, can benefit from diverse points of view, a

technique associated with the adjacent schema of multiplicity. This intervention effectively

involves students in their learning process.

Cross-Cultural Exchange

The third learning intervention, cross-cultural exchanges, provides the Shanghai cohort

with multiple opportunities for exploration of self through multicultural learning (see Appendix

C). Students attend monthly field trips in the local region focused on the diverse history and

cultures of California. The intervention addresses the domains of education and social justice

and advocacy through the introduction of Baxter Magolda’s epistemological reflection model

and Phinney’s theory of ethnic identity development. Baxter Magolda’s model allows students

to explore their identities through socially constructed patterns. Guided tours exemplify concrete

ways of knowing, while the debrief activity challenges students to progress in the more advanced

areas of reflection. In doing this, students are able to examine their ethnic identity within their

new environment.

Professional Development Series

In the final intervention, Shanghai students are given a series of professional

development workshops similar to a case study.Student groups receive ongoing instruction and


guidance to design interventions in light of their chosen student affairs role. The intervention

encompasses all four learning domains and is framed in Kolb’s experiential learning model.

Students first complete an inventory to examine their learning styles based on Kolb’s theory,

keeping these in mind as they draft the various aspects of the case study project. Each

component of the project focuses on the aspects of feeling, watching, thinking, or doing, which

relate to the elements of concrete experience, reflective observation, abstract conceptualization,

and active experimentation, respectively. Through this intervention, students engage in real-

world application of course concepts.

Conclusion

The proposed interventions will be implemented by: the Education Leadership

Department, MSHE faculty, MSHE cohort 7 graduate students, and additional support as needed.

The Shanghai cohort students will be strongly advised by the MSHE leadership to participate in

all interventions. Students will experience multiple opportunities of co-curricular interventions

that will address their social and academic needs. The co-curricular interventions, in addition to

the assessment measures, occur throughout the six-month attendance of the Shanghai cohort at

CSUF.Evaluation of the interventions can be made using the built in assessments and student

learning outcomes outlined in the lesson plans (see Appendices A, B, C, & D). In addition, focus

groups can be made to collect qualitative feedback and add assessment measures beyond the

scope of the initial measurement focus. The combined feedback can then be used to make

further adjustments for improvement to the co-curricular interventions for future Shanghai

cohorts by the Educational Leadership Department and MSHE leadership.


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Appendix A

SHANGHAI COHORT CO-CURRICULAR PROGRAM LESSON PLANPeer Mentorship

Student Learning Outcomes1. SWiBAT share (values) three aspects of their self-identities with their mentors.2. SWiBATcompare and contrast (analysis) at least two of the three areas of support with strategies

(transition theory)as it pertains to their transition as a Shanghai MSHE student at CSUF. 3. SWiBAT connect (contextualize) their experience as a mentee to their learning by sharing two

concrete experiences.

Primary Learning Domains Addressed Leadership Education Social Justice &Advocacy Personal & Professional Development

Connections to Theory and/or Student CharacteristicsTheory

1. The first student learning outcome will assist Shanghai MSHE students in their development of identity. Utilizing Chickering and Reissner’s (1993) theory of identity development, they will focus on three vectors; establishing identity, developing mature interpersonal relationships and managing emotions.

2. To second student learning outcome will support the transition of Shanghai MSHE students by providing activities that have been designed focusing on the self and support of the 4 S Model along with Schlossberg’s (1981) transition theory.

3. The third student learning outcome will allow students to draw on Jarvis’ (2006) emotion and thought/reflection learning areas.

4. Drawing on Kuh (1995), various amounts of activities will provide Shanghai MSHE students multiple engagement opportunities.

5. Retreat activities will allow mentors will serve as active agents of affirmation for Shanghai MSHE students incorporating Rendon’s (1994) Validation Theory.

6. To avoid feelings of isolation, the three student learning outcomes provide Shanghai MSHE students opportunity for social integration pulling on Vincent Tinto Theory of Student Departure (1993).

Student Characteristics Academic challenges Social engagement Cultural connections

Assessment StrategyAdvanced Competent Basic Needs Improvement

SLO#1 Students qualified three aspects of their self-identities by sharing them with their mentor and provided clear context.

Students shared three aspects of their self-identities by sharing them with their mentor and provided context.

Students disclosed (responded) three aspects of their self-identities by sharing them with their mentor and provide little to no context.

Student chose three aspects of their self-identity by sharing them with their mentor and provided no context.

SLO#2 Students were able to synthesize all three areas of their support with strategies (transition theory) as it pertains to their transition as a

Students were able to compare and contrast (analysis) at least two of the three areas of identified support with strategies (transition

Students were able to apply at least two of the three areas of identified support with strategies (transition theory) as it pertains to their

Students were able to identify at least one of the three areas of identified support with strategies (transition theory) as it pertains to


Shanghai MSHE student at CSUF.

theory) as it pertains to their transition as a Shanghai MSHE student at CSUF.

transition as a Shanghai MSHE student at CSUF.

their transition as a Shanghai MSHE student at CSUF.

SLO#3 Student integrated their experience as a mentee to their learning by sharing two concrete experiences that showed personal growth.

Student connected (contextualize) their experience as a mentee to their learning by sharing two concrete experiences.

Student recognized that their experience as a mentee to their learning by sharing two experiences.

Students observed their experience as a mentee to their learning by sharing one experience.

*Student Learning Outcomes are based from Hoffman (2015) Designing Theory-Informed Rubrics

Component 1: Pairing Reveal and Peer Mentor RetreatSet-Up, Materials Needed, etc.

Current MSHE students (cohort 7) willing to serve as mentors Questionnaire (for pairing)

o Each student receives an email with a link to the online questionnaire.o Questionnaire gathers information about individuals’ characteristics and preferences and

is used in a pairing system based on Chickering’s identity development theory.o Questionnaires must be submitted within one week.

HELO ice-breaker/activityo HELO provides materials.

Retreat handouto Lists suggestions for conversation starters and nearby activities.o Each pair receives one handout.

Gifts (suggested)o Gifts are up to the discretion of the mentor and should reflect their own culture,

preferences, etc.

Activity Outline1. Members of the Shanghai cohort and current cohorts (7 and 8) receive an email with the link to a

Google form questionnaire, along with a brief description of the peer mentorship program, the roles of mentor/mentee, and how the pairing system is set up. Printed copies of the questionnaire are made available upon request. The Google form questionnaire serves to gather information about individuals’ characteristics and preferences.

a. The last question on the form (not pictured) asks Shanghai students to draft a letter to their future selves. This letter is meant to be reflective in nature and draws on Jarvis’ experiential learning model as students write about their holistic selves in their “life world.” As students express characteristics of their self in light of their situation, they are also incorporating the 4 S model.

b. Example questions for Google form questionnaire:


b. Google form questionnaires must be submitted within one week.2. HELO Professional Development Coordinators pair a Shanghai student with a member of cohort

7. In a similar instance, a second pairing occurs between a member of cohort 8 and a member of cohort 7. This presents the possibility for an interdependent relationship wherein mentoring may additionally occur between the member of cohort 8 and the Shanghai student, as shown below.

C7

C8 Shanghai

a. In line with Chickering’s identity development theory, pairings consider both commonalities and differences between individuals’ cultural and personal experiences in an effort to create healthy relationships among peers.

3. No more than 2 weeks later, a pairing reveal and peer mentor retreat takes place.a. Participants meet on campus in a designated location. Mentors are encouraged

beforehand to bring a small gift for their mentee(s) that reflects their own culture, preferences, etc.

b. HELO Professional Development Coordinators execute an ice-breaker/activity to reveal the pairings (10 minutes).


c. Facilitators provide suggestions for conversation starters and nearby activities in a handout (5 mintues). Some conversation starters are reflective of Schlossberg’s transition theory and the 4 S model. For example, learning an individual’s basic information may encompass characteristics of situation, self, and support if individuals disclose their concurrent stressors, personal and demographic characteristics, or existing support systems. Conversations will likely incorporate Rendon’s validation theory as mentors take on a confirming and supportive role.

d. Instruct mentors to choose an activity to participate in with their mentee(s). Activities may be from list or can be decided among pairs. Encourage pairs to discover and value the commonalities and differences between them in order to build mature interpersonal relationships, keeping in mind Chickering’s vectors.

e. All pairs must arrive back on campus after 2 hours.4. When all pairs return, a group discussion takes place. Encourage participants to share one thing

they learned about their mentor/mentee (30 minutes).

Component 2: Structured MeetingsSet-Up, Materials Needed, etc.

Handouto Each student receives one handout.o One handout from each pair is collected when all 6 meetings are completed.o Handout provides information pertaining to critical barriers of international graduate

students and Schlossberg’s transition model along with a structured meeting chart.

Activity Outline1. Each mentor receives a handout outlining critical barriers typically experienced by international

graduate students including: academic challenges, social engagement, and cultural connections. Along with this, Schlossberg’s transition model is provided to help examine the mentee’s current state of self and situation and serves as a guideline for identifying support and strategies. A chart, similar to the one below, follows the brief descriptions to provide structure for the peer mentor meetings.

a. Meeting date, time, and location are up to the pairing’s discretion

Support StrategiesAcademic Date:

Time:Notes:

Date:Time:Notes:

Conversation Starters: Basic information: name, age, identities, upbringing, etc. Student Affairs: functional areas of interest, MSHE expectations, etc. Role Expectations: for mentor and mentee Personal: hobbies, interests, favorites, current feelings, etc.

Nearby Activities: Parks and recreation Dining Mall On-campus locations


Initials: ______ & ______ Mentor Mentee


Social

Date:Time:Notes:


Date:Time:Notes:


Cultural

Date:Time:Notes:


Date:Time:Notes:


2. Instruct mentors to assist in identifying support and strategies during their meetings. Meetings should be at least 1 hour and all 6 meetings should be completed within the first 2 months of receiving their mentee(s).

a. Due to the nature of the meeting topics and mentors’ existing knowledge of student development theory, we encourage mentors to use other student development theories to support their assertions. For example, mentors may use Knefelkamp’s +1 staging to aid students in moving from diffusion to moratorium in Phinney’s model of ethnic identity development during one of their “cultural” meetings.

Component 3: BanquetSet-Up, Materials Needed, etc.

Room Reservationo Event takes place in the TSU. Reservation is made as soon as possible.o University Conference Center takes care of set-up, breakdown, and equipment use.

Decorationso HELO provides decorations for venue and sets up at least 1 hour in advance.o Programs printed by Digital Print Services at least 2 days in advance.

Slideshow Presentationo Request pictures 3 weeks in advance.o Equipment for slideshow presentation is provided by University Conference Center.

Cateringo Gastronome caters dinner for all attendees. Gastronome sets up serving area and cleans

after event. Letters

o Bring letters from Component 1.o Pass out paper and writing utensils for revised letter activity.

Activity Outline1. At the end of the semester (approximately 4 months later), pairs participate in an informal

banquet. Faculty and administration may also attend.


2. We provide opening remarks about the mentorship program and present highlights via a presentation of pictures (10 minutes).

3. Participants receive dinner. During dinner, participants are able to mingle with MSHE students, faculty, and administration (30 minutes).

4. Shanghai students receive their letters from Component 1 (5 minutes).5. Instruct Shanghai students to read their letters to their mentor. Together, the pairs draft a revised

letter addressing their learning in three areas described by Jarvis’ experiential learning model: emotion, thought/reflection, and action (30 minutes).

a. Students may choose to work individually on their revised letters if they are uncomfortable sharing it with their mentor.

b. Collect revised letters to assess student learning.5. Instruct pairs to reflect on their experiences with one another, including final thoughts and

expressions of gratitude (10 minutes).6. Take group photo (1 minute).

Anticipated BudgetComponent 1: $0Component 2: $0Component 3: $600+tax

Catering: 50 people (anticipated) x $12 (per person) = $600+tax

Assessment ResultsTBD


Appendix B

SHANGHAI COHORT CO-CURRICULAR PROGRAM LESSON PLANStudy Hall

Student Learning Outcomes1. SWiBAT connect (contextualize) their academic needs with the study hall by identifying two

“muddiest points” at sign-in. 2. SWiBATdistinguish (analyze) what methods of interventions were most helpful clarifying their

“muddiest points” by indicating one from each of the four sections of Knefelkamp’s Developmental Instruction Model.

Primary Learning Domains Addressed Leadership Education Social Justice & Advocacy Personal & Professional Development


7. The first student learning outcome will support the academic growth of Shanghai MSHE students by providing an opportunity for academic integration pulling on Vincent Tinto Theory of Student Departure (1993).

8. The second student learning outcome uses Knefelkamp’s Developmental Instruction Model to assist Shanghai MSHE students in analyzing the muddiest points during study hall activity.

9. The student learning outcomes will assist Shanghai MSHE students in their development of identity. Utilizing Chickering and Reissner’s (1993) theory of identity development, they will focus on two vectors; developing competence, developing mature interpersonal relationships.

10. The student learning outcomes will integrate two clusters of student development theory – the intended shifts in learning to include emotion, thought/reflection, and action are consistent with Jarvis’(2006) experiential learning theory; students will additionally draw upon specific aspects of Schlossberg’s(1981) transition theory and the 4 S Model.

11. Drawing on Kuh (1995), study halls will provide Shanghai MSHE students multiple engagement opportunities.

12. Study halls will allow facilitators to serve as active agents of affirmation for Shanghai MSHE students incorporating Rendon’s (1994) Validation Theory.

Student Characteristics Academic challenges Social engagement: peer learning Cultural connections: group oriented (collectivistic)


SLO#1 Students transcended (contextualize) their academic needs with the study hall by identifying two “muddiest points” at sign-in and provide context and analysis.

Students connected (contextualize) their academic needs with the study hall by identifying two “muddiest points” at sign-in.

Students recognized (aspect identification)their academic needs with the study hall by identifying one “muddiest point” at sign-in.

Student was not able to recognize a “muddiest point” when signing-in to study hall.

SLO#2 Students evaluated what Students distinguished Students completed Students reported


methods of interventions were most helpful clarifying their “muddiest points” by indicating at least one from each of the four sections of Knefelkamp’s Developmental Instruction Model, and provided qualitative feedback.

(analyze) what methods of interventions were most helpful clarifying their “muddiest points” by indicating one from each of the four sections of Knefelkamp’s Developmental Instruction Model.

(applying/doing) what methods of interventions were most helpful clarifying their “muddiest points” by indicating one from at least three of the four sections of Knefelkamp’s Developmental Instruction Model.

(understanding) what methods of interventions were most helpful clarifying their “muddiest points” by indicating one from at least tone of the four sections of Knefelkamp’s Developmental Instruction Model.


Set-Up, Materials Needed, etc. Room reservation

o Reservation made through University Conference Centero Room is available on a weekly basis for one houro Request projector, white board, and dry erase markers

Projector will continuously display Knefelkamp’s Developmental Instruction Model

White board and dry erase markers can be used for visual study purposes People

o Study hall is open to Shanghai cohort, Cohort 7, and Cohort 8 studentso Students may come and go as they pleaseo Faculty member(s) may be present, if available

Schedule of present faculty is sent via email prior to study hall Flip chart (large Post-its) and markers

o Can be used for visual study purposes

Activity Outline1. Students enter room at various times. As they enter, they write name on sign in sheet and

disclose their “muddiest points” (areas in which they will need help with clarity). 2. As students enter, facilitator (faculty, if present) reminds students to utilize Knefelkamp’s

developmental instruction model (displayed on projector screen).

Knefelkamp’s Developmental Instruction Model*Structure Rehearse evaluation tasks

Give detailed explanations of assignments Use specific examples that reflect students’ experiences

Diversity Introduce variety in:o readings,o assignments,o points of view, ando instructional methods.

Experiential Learning

Include case studies Conduct role plays Introduce exercises that facilitate a reflection on and application of the

materialPersonalism Have enthusiasm for the material

Be available Provide comprehensive feedback

*Information is directly cited from Evans et al., 2010.


3. Facilitator continuously walks around room, encouraging students to approach peers if clarification of course content or further understanding of material is needed.

a. Facilitator applies Knefelkamp’s plus-one staging by pairing individuals who exemplify adjacent schemas in Perry’s intellectual and ethical developmental model.

4. As students exit, facilitator gives them an assessment survey (see below).5. Student completes assessment survey and returns it to facilitator.

Anticipated Budget$0


Sample Study Hall Assessment*

1. At any point during the study hall, did you need clarification of course concepts? Y/N2. At any point during the study hall, did you require deeper understanding of material? Y/N3. Did you engage in peer learning to support your learning? Y/N4. If you answered Yes to Question #3, check the strategies employed by the peer(s) that

helped you:

Structure Rehearsed evaluation tasks Gave detailed explanations of assignments Used specific examples that reflect students’ experiences

Diversity Introduced variety in readings Introduced variety in assignments Introduced variety in points of views Introduced variety in instructional methods

Experiential Learning Included case studies Conducted role plays Introduced exercises that facilitated a reflection on the material Introduced exercises that facilitated an application of the material

Personalism Had enthusiasm for the material Was available Provided comprehensive feedback

*Information is directly cited from Evans et al., 2010.


Appendix C

SHANGHAI COHORT CO-CURRICULAR PROGRAM LESSON PLANCross-Cultural Exchanges

Student Learning Outcomes1. SWiBAT initiate (values) conversation about own thoughts/feelings regarding the material

observed during the trip by providing input in discussion. 2. SWiBAT connect (contextualize) their self-culture with a different culture by providing two

similarities. 3. SWiBATdistinguish (analyze) difference in past knowledge about cultures by providing two key

findings that differed from initial perception.

Primary Learning Domains Addressed Leadership Education Social Justice &Advocacy Personal & Professional Development


1. The first student learning outcome will allow Shanghai MHSE students to draw on Jarvis’ (2006) emotion and thought/reflection learning areas integrating self of the 4 S Model of Schlossberg’s (1981) transition theory.

2. The second student learning outcome provides Shanghai MHSE students the opportunity to reflect on their ethnic identity through discussions and activity handouts using Phinney’s Model of Ethnic Identity Development as a guide.

3. The third learning outcome will support the academic growth asShanghi MSHE students as they analyze their experiences pulling on the academic integration of Vincent Tinto Theory of Student Departure (1993) and Baxter Magolda’s Model of Epistemological Reflection.

4. Drawing on Kuh (1995), cross-cultural exchanges will provide Shanghai MSHE students multiple engagement opportunities.

Student Characteristics Academic challenges Social engagement Cultural connections

Assessment StrategyAdvanced Competent Basic Needs

ImprovementSLO#1 Students Studentsdefended,

(Organizes Values) through conversation, own thoughts/feelings regarding the material observed during the trip by providing substantial input in discussion.

Studentsinitiated (values) conversation about own thoughts/feelings regarding the material observed during the trip by providing input in discussion.

Students shared (respond to phenomena) own thoughts/feelings regarding the material observed during the trip by naming their emotional state and providing little to no input in discussion.

Students did not share (receive phenomena) thoughts/feelings regarding the material observed during the trip by not providing input in discussion.

SLO#2 Students integrate (synthesize) their self-culture with a different culture by providing three well-

Students connect (contextualize) their self-culture with a different culture by

Students applied their self-culture with a different culture by providing one similarity.

Students could not provide one similarity with their self-culture with a different culture.


conceptualized similarities. providing two similarities.

SLO#3 Student integrated (transcendence) past knowledge about cultures, by providing two findings that differed from initial perception, with adjusted perceptions.

Student distinguished (analyze) differences in past knowledge about cultures by providing two key findings that differed from initial perception, and describe why.

Student recognized (Aspect Identification) differences in past knowledge about cultures by providing one key findings that differed from initial perception.

Students could not observe differences form past knowledge of cultures and new findings.


Set-Up, Materials Needed, etc. Transportation

o Buses transport students and instructors to and from select destination. Catering

o Catering provided by Subway. Lunch boxes are picked up prior to lunchtime. Admission

o Coordinators purchase tickets prior to activity.o Coordinators arrange tours prior to activity.

Notepads and writing utensilso Students bring note-taking items.

Activity Outline*1. Absolute Learning

a. Prior to activity, instructors pass out handout (1 minute).b. Students travel on buses or on own to select destinations as a whole group (time varies).

i. Autry National Center, Los Angeles, CA(September)ii. Various ethnic communities, Los Angeles, CA (October)iii. Los Angeles County Museum of Art (LACMA), Los Angeles, CA (November)iv. Disney California Adventure - California Story Tour, Anaheim, CA (December)

c. Instructors and/or tour guides present facts and history relative to location (time varies).d. Students have break for lunch (30 minutes).e. Students engage in self-guided tour, exploring areas of interest (time varies).

2. Transitional Learninga. Following tour, instructors and students meet at designated group location (e.g., picnic

tables, conference room, etc. as available).b. Instructors ask students to reflect on content learned from the tour by completing first

question on the handout (see below, 5 minutes). Tell students to keep paper until end of day.

i. Guiding question: What do you know about _____?3. Independent Knowing

a. In large group, instructors ask students to share their views and opinions regarding the subject matter (15 minutes).

i. Guiding question: What do you think about _____?4. Contextual Knowing

a. Divide students into groups of 3 (1 minute).b. Instructors ask students to make connections between their social life and the subject

matter presented (15 minutes).i. Instructors encourage students to critique peers’ viewpoints and apply course

content to the subject matter.5. Assessment

a. Instructors ask students to reflect on their ethnic identity by completing second question on the handout (see below, 10 minutes).

b. Instructors collect papers to assess in light of the rubric.


*The initial four steps of the lesson plan roughly follow Baxter Magolda’s Epistemological Reflection Model of cognitive learning.

Anticipated BudgetSeptember (Autry National Center): $803+tax

Transportation: $400 entire day (estimated)Admission: $12 per person x 23 people (anticipated) = $288+taxFood (Subway): $5 per lunch box x 23 people (anticipated) = $115+tax

October (Various ethnic communities): $400Transportation: $400 entire day (estimated)Admission: $0Food: not provided

November (LACMA): $803+taxTransportation: $400 entire day (estimated)Admission: $12 per person x 23 people (anticipated) = $288+taxFood (Subway): $5 per lunch box x 23 people (anticipated) = $115+tax

December: $2507+taxTransportation: not providedAdmission: $109 per person x 23 people (anticipated) = $2507+taxFood: not provided

Estimated Total: $4513+tax


Sample Handout

1. What did you learn about ___________ from the tour?

2. How did the information provided on the tour affect your understanding of your ethnic identity? Consider your thoughts about ethnic identity prior to the tour and after the debrief.


Appendix D

SHANGHAI COHORT CO-CURRICULAR PROGRAM LESSON PLANProfessional Development Series

Student Learning Outcomes1. SWiBAT share how their learning style (according to Kolb’s Learning Style Inventory) by providing

three examples. 2. SWiBAT analyzed the case study to student services by providing a thorough presentation (12

minutes). 3. SWiBATconnect (contextualization) the needs of the students in the case study with at least two

student services and two theoretical frameworks.

Primary Learning Domains Addressed Leadership Education Social Justice & Advocacy Personal & Professional Development


1. The first student learning outcome will provide Shanghai MSHE students an opportunity to explore their learning styles from their results of Kolb’s Learning Style Inventory.

2. The second and third student learning outcomes will assist Shanghai MSHE students in their development of competence and mature interpersonal relationships utilizing Chickering and Reissner’s (1993) theory of identity development.

3. The thirdstudent learning outcome integrates two clusters of student development theory – the intended shifts in learning to include emotion, thought/reflection, and action are consistent with Jarvis’(2006) experiential learning theory; students will additionally draw upon specific aspects of Schlossberg’s(1981) transition theory and the 4 S Model.

4. Drawing on Kuh (1995), the student learning outcomes will provide Shanghai MSHE students multiple engagement opportunities.

5. To support their academic growth, the three student learning outcomes provide Shanghai MSHE students opportunity for academic integration pulling on Vincent Tinto Theory of Student Departure (1993).

Student Characteristics Academic challenges Social engagement: peer learning Cultural connections: group oriented (collectivistic)


SLO#1 Students qualify how their learning style (according to Kolb’s Learning Style Inventory) by providing three examples.

Students shared how their learning style (according to Kolb’s Learning Style Inventory) by providing two examples.

Students answered (respond to phenomena) how their learning style (according to Kolb’s Learning Style Inventory) by providing one examples.

Student could not identify how their learning style (according to Kolb’s Learning Style Inventory) applied to their learning style.

SLO#2 Students integrate (synthesize) the case study to student services by providing a thorough presentation (15 minutes).

Students analyzed the case study to student services by providing a well- constructed presentation (12 minutes).

Students applied the case study to student services by providing a good presentation (9 minutes).

Students were not able to case study to student services by providing a good presentation (9 minutes).


SLO#3 Student integrated (transcendence) the needs of the students in the case study with at least three student services and two theoretical frameworks from different clusters.

Student connected (contextualization) the needs of the students in the case study with at least two student services and two theoretical frameworks.

Student recognized (Aspect Identification) the needs of the students in the case study with at least two student services and two theoretical frameworks.

Students observed their experience as a mentee to their learning by sharing one experience.


Set-Up, Materials Needed, etc. Room reservations

o University Conference Center reserves meeting room in TSU each month. White board, markers, tables

o Final month requires two rooms: (1) presentation room and (2) lunch room Presentation room: projector, screen Lunch room: catering from Gastronome

Printed copy of case study and judging criteriao One handout per studento Case study is retrieved from past NASPA Annual Case Study Competition.

Activity Outline*1. Concrete Experience (Month 1)

a. Explain the purpose of the case study. Allow time and space for questions (5 minutes). b. Divide students into groups of 3 and assign a cohort 7 facilitator (1 minute).c. Give students printed copies of case study and judging criteria (1 minute).d. Instruct students to thoroughly read case study and identify key aspects of the case study

including the problems/issues (3 minutes).e. Allot time for students to read and analyze case study with a cohort 7 facilitator. Program

coordinator is present to clarify concepts or instructions if needed (time varies).2. Reflective Observation (Month 2)

a. Instruct students to sit with their case study groups. b. Summarize the details of case study on whiteboard (10 minutes).c. Instruct students to choose the role of a student affairs professional presented in the case

study (2 minutes). d. Instruct students to consider background information and context from perspective of the

chosen role. Program coordinator is present to clarify concepts or instructions if needed (time varies).

3. Abstract Conceptualization (Month 3) a. Instruct students to sit with their case study groups.b. Have each group share what role they selected (3 minutes).c. Pass out list of suggested theories for use in case study (1 minute).d. Instruct students to use theories, literature, and/or best practices to design interventions in

light of chosen role. Program coordinator is present to clarify concepts or instructions if needed (time varies).

e. Instruct students to prepare a visual presentation of their case study incorporating all aspects previously devised.

4. Active Experimentation (Month 4)a. Case study groups are assigned a presentation time. b. Each group presents their case study in front a faculty judging panel (15 minutes maximum

per group)c. Judges can ask questions regarding case study presentation (5 minutes).d. Students receive lunch after their presentation concludes.e. Within one week, all presentations are made available on Google Drive for students to

access.5. Assessment


a. During lunch, students work in their case study groups to complete the assessment form.

*As demonstrated in Hoffman’s (2015) case study example, the initial four steps of the lesson plan roughly follow Kolb’s (1984) cycle of experiential learning.

Anticipated BudgetLunch: 30 people (anticipated) x $8 per person = $240


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