The document summarizes data from the National Survey of Student Engagement (NSSE) regarding international undergraduate students at research universities in the United States. It finds that while international students spend significant time studying, they report moderate levels of interaction with faculty and involvement in collaborative and experiential learning activities. Areas for improvement include increasing social and academic support services for international students and encouraging more interaction between international students and faculty outside of the classroom.
Active engagement with the relevant domain of the world around us
Leadership in thinking and doing
Continual learning from, communication with, and dissemination to others
Unafraid to differ, and advocate change/innovation
But not pursue change just for the sake of change
Active engagement with the relevant domain of the world around us
Leadership in thinking and doing
Continual learning from, communication with, and dissemination to others
Unafraid to differ, and advocate change/innovation
But not pursue change just for the sake of change
The Geraldton Universities Centre hosted representatives from the Regional Study Hubs Network, led by the NCSEHE with support from the Australian Government Department of Education.
The event, held on 13–14 June, is bringing to Geraldton representatives from the Australia-wide Regional Study Hubs, supported by the Australian Government.
NCSEHE Adjunct Fellow Dr Cathy Stone (University of Newcastle) presents her work on improving student access, participation and success in higher education.
Cathy's National Guidelines for Improving Student Outcomes in Online Learning are available on the NCSEHE website: https://www.ncsehe.edu.au/publications/opportunity-online-learning-improving-student-access-participation-success-higher-education/
Helping Students on Academic Probation to Persist and Succeed - NACADA Confer...Robert M. Kurland, Ph.D.
Helping Students on Academic Probation to Persist and Succeed. Research has repeatedly shown that students who end up on probation are less likely to be retained and graduate as compared to students who remain in good academic standing. Colleges and universities must offer more effective support services and interventions to help these students succeed and persist towards graduation. Probation does not have to be the end of an academic career. This presentation will discuss the evolution of support services that have been offered to students at the Rutgers – Newark College of Arts and Sciences/University College, with a particular focus on current interventions which include a 1-credit online course that will be required for all probation students to enroll. We will discuss the theory, implementation, and components of the course.
Mentoring Students in Aging Research - Dr. Dan Durkinemergeuwf
This activity utilizes a mentoring model to work with students to develop a research project for presentation at the Southeastern Student Mentoring Conference in Gerontology and Geriatrics. The conference is an annual event that takes place in late March or early April.
Successful remote schools: what are they?Ninti_One
Number 5 in the Remote Education Systems project's lecture series, this presentation about successful remote schools was delivered on 29 July 2015 at Broome.
Enhancing Students’ Motivation to Learn: Why some students’ motivation level is low compared to their classmates in Turkey?
SLOGAN: Motivation is the beakfast of the champions.
DREAM 2017 | Faculty as Drivers of College Reform EffortsAchieving the Dream
Three of Achieving the Dream’s funded learning initiatives – the Open Education Resources Degree Initiative, Engaging Adjunct Faculty Initiative, and InSpark Network-- are creating faculty led teams to drive curriculum and pedagogy reform and to engage a wider swath of faculty – both full and part time, in institution wide reform efforts.
During this workshop, participants:
* Learned about strategies these colleges are using to give faculty greater ownership of the completion agenda.
* Completed a readiness survey to assess their college’s current policies and practices for engaging faculty in institution-wide reform work
* Developed a draft plan for engaging more faculty in reform efforts at their campuses
The Geraldton Universities Centre hosted representatives from the Regional Study Hubs Network, led by the NCSEHE with support from the Australian Government Department of Education.
The event, held on 13–14 June, is bringing to Geraldton representatives from the Australia-wide Regional Study Hubs, supported by the Australian Government.
NCSEHE Adjunct Fellow Dr Cathy Stone (University of Newcastle) presents her work on improving student access, participation and success in higher education.
Cathy's National Guidelines for Improving Student Outcomes in Online Learning are available on the NCSEHE website: https://www.ncsehe.edu.au/publications/opportunity-online-learning-improving-student-access-participation-success-higher-education/
Helping Students on Academic Probation to Persist and Succeed - NACADA Confer...Robert M. Kurland, Ph.D.
Helping Students on Academic Probation to Persist and Succeed. Research has repeatedly shown that students who end up on probation are less likely to be retained and graduate as compared to students who remain in good academic standing. Colleges and universities must offer more effective support services and interventions to help these students succeed and persist towards graduation. Probation does not have to be the end of an academic career. This presentation will discuss the evolution of support services that have been offered to students at the Rutgers – Newark College of Arts and Sciences/University College, with a particular focus on current interventions which include a 1-credit online course that will be required for all probation students to enroll. We will discuss the theory, implementation, and components of the course.
Mentoring Students in Aging Research - Dr. Dan Durkinemergeuwf
This activity utilizes a mentoring model to work with students to develop a research project for presentation at the Southeastern Student Mentoring Conference in Gerontology and Geriatrics. The conference is an annual event that takes place in late March or early April.
Successful remote schools: what are they?Ninti_One
Number 5 in the Remote Education Systems project's lecture series, this presentation about successful remote schools was delivered on 29 July 2015 at Broome.
Enhancing Students’ Motivation to Learn: Why some students’ motivation level is low compared to their classmates in Turkey?
SLOGAN: Motivation is the beakfast of the champions.
DREAM 2017 | Faculty as Drivers of College Reform EffortsAchieving the Dream
Three of Achieving the Dream’s funded learning initiatives – the Open Education Resources Degree Initiative, Engaging Adjunct Faculty Initiative, and InSpark Network-- are creating faculty led teams to drive curriculum and pedagogy reform and to engage a wider swath of faculty – both full and part time, in institution wide reform efforts.
During this workshop, participants:
* Learned about strategies these colleges are using to give faculty greater ownership of the completion agenda.
* Completed a readiness survey to assess their college’s current policies and practices for engaging faculty in institution-wide reform work
* Developed a draft plan for engaging more faculty in reform efforts at their campuses
Designing meaningful learning environments with service-learningSt. John's University
Service-learning is an academically rigorous and structured educational approach that promotes active learning by integrating classroom learning with experiential learning through pragmatic community service and civic engagement.
Review of work on the Global Citizenship Program at Webster University, with attention to iimproving student learning and well being through exercising care.
Students First 2020 - Embracing and effectively leveraging online student sup...Studiosity.com
Students First 2020 - Prof Philippa Levy, PVC Student Learning at The University of Adelaide, discusses the path to successfully adopting Studiosity, and what has happened since for academic success, confidence, and student satisfaction. Prof Levy also looks at results and engagement for non-traditional students and international students.
Education Abroad and Formative Outcomes Assessment: What Professors Think The...CIEE
Students who define specific learning goals before studying abroad are more likely to learn deeply. Formative assessment, based on clearly defined shared learning goals, enhances both buy-in and learning. A brief review of recent research projects will be followed by a guided small-group practicum about defining objectives and choosing appropriate instruments.
How to engage students as individuals as they experience a personal intellectual journey, while systematically understanding and enhancing the quality of the learning environment at the level of the course, faculty and whole institution.
Alan Roberts: Student engagement in shaping Higher Education. Slides from the University of Liverpool Learning and Teaching Conference 2009.
In February 2009 the Centre for Higher Education Research and Information produced a report to HEFCE on student engagement in England. The study aimed to:
* Determine the current extent and nature of student engagement in higher education in England;
* Explore current models of formal and informal student engagement;
* Explore institutions’ rationales for student engagement policies and practices, their measures of effectiveness, and perceptions of barriers to effectiveness;
* Explore what institutions and sector bodies might learn from student engagement models operating in other countries
Liverpool Guild of Students, on behalf of the University of Liverpool, was one of the case study organisations. This session will be used to create discussion about student engagement in learning and teaching issues at the University.
Students First 2020 - Creating a comprehensive student support ecosystemStudiosity.com
As we continue this year's online Symposium series, we were joined by Professor Angela Hill, DVC Education at ECU and Professor Rowena Harper, Director, Centre for Learning and Teaching at ECU, who generously shared Edith Cowan's in-depth and dedicated approach to student support.
Session Chair: Prof Judyth Sachs, Chief Academic Officer, Studiosity
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
5. Cultural diversity
Tuition dollars
◦ 5th largest service industry in the US
◦ $ 20.2 billion in 2010-2011
NAFSA: Association of International Educators
State by state analysis
The Economic Benefits of International
Education to the United States
www.nafsa.org
6. Broad range of majors
Immersion in new culture
Job placement
A QUALITY education
A QUALITY college experience
Overall SUCCESS in lifelong learning
7. How are they doing?
How are they engaged ?
Are they thriving ?
Are they well integrated academically ?
Are they well integrated socially?
How can we make their experience better?
What must they do to SUCCEED?
What must we do to help them SUCCEED?
What must the institution do to facilitate
SUCCESS ?
8. Institutional
◦ Enrollment numbers
◦ Retention rates
◦ Graduation rates
◦ Diversity of student body, staff and faculty
◦ Career placement
◦ National rankings
◦ Standardized test results
◦ GPA
◦ Learning outcomes [ observable and measurable ]
◦ Level of student engagement
institution and students
9. The Theory of Student Engagement
“the time and energy students devote to
educationally sound activities inside and
outside of the classroom, and policies and
practices that institutions use to induce
students to take part in these activities”
(Kuh, 2003, p.25)
Effort | Purposeful activities | Institutional facilitation
Level of student engagement in educationally purposeful activities is
the best way to measure quality for students and institutions( NSSE)
10. National Survey on Student Engagement
(NSSE) “nessie”
Assessing success/learning by use of
self- reports in 5 benchmarks
Have a series of outcomes in the survey
http://nsse.iub.edu/
http://nsse.iub.edu/html/survey_instruments.cfm
11.
12. 1. Number of assigned textbooks, books or book-length packs of course
readings
2. Number of written papers or reports of 20 pages or more
3. Number of written papers or reports between 5 and 19 pages
4. Number of written papers or reports of fewer than 5 pages
5. The extent coursework emphasized analyzing the basic elements of an
idea, experience, or theory
6. The extent course work emphasized synthesizing and organizing
ideas, information, or experiences into new, more complex interpretations
7. The extent course emphasized making judgments about the value of
information, arguments, or methods
8. The extent course work emphasized applying theories or concepts to
practical problems or in new situations
9. Worked harder than you thought you could to meet an instructor’s
standards or expectations
10. Numbers of hours per 7-day week spent preparing for class
(studying, reading, writing, ding homework or lab work, analyzing
data, rehearsing, and other academic activities)
11. The extent the institution emphasized on you spending significant
amounts of time studying and on academic work
13. 1. How often asked questions in class or
contributed to class discussions
2. How often made a class presentation
3. How often worked with other students on
projects during class
4. How often worked with classmates outside of
class to prepare class assignments
5. How often tutored or taught other students (paid
or voluntary)
6. How often participated in a community-based
project (e.g., service learning) as part of a regular
course
7. How often discussed ideas from your readings or
classes with others outside of class
(students, family members, co-workers, etc.)
14. 1. How often discussed grades or assignments with
an instructor
2. How often discussed ideas from your readings or
classes with faculty members outside of class
3. How often talked about career plans with a faculty
member or advisor
4. How often received prompt written or oral
feedback from faculty on your academic performance
5. How often worked with faculty members on
activities other than coursework
(committees, orientation, student life activities, etc.)
6. Worked or plan to work on a research project with
a faculty member outside of course or program
requirements
15. 1. Serious conversations with students who are very different from you in terms
of their religious beliefs, political opinions, or personal values
2. Conversations with students of a different race or ethnicity than your own
3. The extent institution emphasized or encouraged contact among students
from different economic, social, and racial or ethnic backgrounds
4. How many hours per 7-day week spent participating in co-curricular
activities (organizations, campus publications, student government, fraternity
or sorority, intercollegiate or intramural sports, etc?)
5. How often used an electronic medium (listserv, chat group, Internet, instant
messaging, etc.) to discuss or complete an assignment
6. Have done or plan to do a practicum, internship, field experience, co-op
experience, or clinical assignment
7. Have done or plan to do community service or volunteer work
8. Have participated or plan to participate in a learning community or some
other formal program where groups of students take two or more classes
together
9. Have done or plan to do a foreign language coursework
10. Have or plan to study abroad
11. Have done or plan to do Independent study or self-designed major
12. Have done or plan to do a culminating senior experience (capstone
course, senior project or thesis, comprehensive exam, etc.)
16. 1. The extent to which institution emphasized
providing the support you need to thrive socially
2. The extent to which institution emphasized
providing the support you need to help you succeed
academically
3. The extent to which institution emphasized
helping you cope with your non-academic
responsibilities (work, family, etc.)
4. Quality of your relationships with other students
5. Quality of your relationships with faculty
6. Quality of your relationships with administrative
personnel and offices
18. Descriptive statistics
◦ Frequencies on benchmark items
◦ Means for each benchmark
◦ Correlations benchmarks against
outcomes
Regression analysis benchmarks VS
outcomes
◦ To determine which benchmarks account
for, and by what percentage, for various
outcomes
19. M
Level of Academic Challenge 57.544
Supportive Campus Environment 57.119
Active Collaborative Learning 48.676
Student-Faculty Interaction 40.652
Enriching Educational Experiences 39.775
20. Level of Academic Challenge M: 57.544
◦ International students spend a lot of time studying
Reading
Writing
At the library
◦ Key words: analyzing, synthesizing, making
judgments, application
Challenges:
◦ Language skills [ proficiency and interference ]
◦ Creativity [ difference in pedagogical styles]
◦ Originality [ issues of plagiarism and style]
21. Supportive Campus Environment 57.119
◦ Campus personnel and offices: 57% helpful
◦ Other students: 76.7% friendly
◦ Providing support you need to succeed
academically
67%
Very Low- not feeling supported
◦ Social support: 66.1% - networking outside class
◦ Help to cope with non-academic issues: 71%
Work, family
22. Active Collaborative Learning M: 48.676
◦ Participating
Asking questions in class 55.8 %
Collaborative projects/ discussion 48 %
Peer Advising 27.6 %
Community based projects- service learning 14.8%
Advisor Role:
◦ Remind benefits of out of class activities
◦ Guide to relevant opportunities
23. Work on a research project with a faculty member outside of course or
program requirements NOT DONE* 75.5%
Worked with faculty members on activities other than coursework
(committees, orientation, student life activities, etc.) *80%
Discussed ideas from your readings or classes with faculty members
outside of class NOT OFTEN ** 71.5 %
Worked with faculty members on activities other than coursework
(committees, orientation, student life activities, etc.) ** 80.0%
Talked about career plans with a faculty member or advisor ** 62.6 %
Discussed grades or assignments with an instructor ** 50.1%
** Mandatory advising/ referrals; Freshmen Interest Groups; Learning
Communities; Freshmen Seminars; Office hours
** International students’ perception of authority figures
** Cultural lens
24.
25. Acquiring a broad general education
Acquiring job or work related
knowledge and skills [ career
development
Thinking critically and analytically
Working effectively with others
[interpersonal and intrapersonal]
Learning effectively on your own
Understanding yourself
[ more listed on the survey ]
26. Outcomes Engagement Benchmarks
SCE LAC ACL EEE SFI
Abroad and
general X X X X X
education
Work or job
related X X X X X
knowledge and
skills
Thinking
critically and X X X X X
academically
Working
effectively with X X X X X
others
Ability to learn
effectively on X X X X X
their own
Ability to
understand X X X X X
themselves
27. Are we changing policies and protocols to
accommodate surging enrollments?
Are we working with student affairs /
international affairs and other campus
departments to meet advising needs?
Any intentional programs to monitor or assist
in directing them to purposeful activities
related to satisfaction, persistence, success?
What are our major concerns as advisors?
28. Kuh, G. D. (2001). Assessing what really matters to student
learning: Inside the National Survey of Student Engagement.
Change, 33(3), 10-17, 66.
Kuh, G. D. (2003). What we‟re learning about student
engagement from NSSE: Benchmarks for effective educational
practices. Change, 35(2), 24-32.
Institute of International Education. (2012). "Top 25 Places of
Origin of International Students, 2009/10-2010/11." Open
Doors Report on International Educational Exchange. Retrieved
from http://www.iie.org/opendoors
Institute of International Education. (2012). "International
Student Totals by Place of Origin, 2009/10 - 2010/11." Open
Doors Report on International Educational Exchange. Retrieved
from http://www.iie.org/opendoors
Institute of International Education ( 2011) What International
Students Think About U.S. Higher Education: Attitudes and
Perceptions of Prospective Students in Africa, Asia, Europe and
Latin AmericaRetrieved from http://www.iie.org/opendoors
A better way to measure quality; Allows measurement of learning, by use of self reports in 5 benchmarks
“Because individual effort and involvement are the critical determinants of impact, institutions should focus on the ways they can shape their academic, interpersonal, and extracurricular offerings to encourage student engagement.” Pascarella & Terenzini (2005) How College Affects Students (p.602)
Results for international students indicated EEE and SFI was low and impacted outcomes