International students face challenges adapting to a new cultural environment during their sojourn abroad. Research on international student adaptation focuses on factors that predict adjustment, problems students face, and the influence of social interaction on adaptation. Longitudinal studies examine how adaptation changes over time and try to predict outcomes based on pre-departure characteristics. Forming friendships with host nationals and other international students impacts adaptation, with host national friendships providing the greatest benefits to cultural learning and adjustment.
Txt 4 Success: Utilizing personalized text messages to promote college access...Jessica Vodden
WV has launched a new service to help students prepare for and succeed in college — college counseling by text message. The pilot project, funded by the Kresge Foundation, “nudges” students to complete key college tasks, such as completing the FAFSA or connecting with academic advisors. The system also increases students’ access to college-planning help by allowing them to text college counselors. This presentation provides an overview of WV’s model and outline strategies for implementation.
Txt 4 Success: Utilizing personalized text messages to promote college access...Jessica Vodden
WV has launched a new service to help students prepare for and succeed in college — college counseling by text message. The pilot project, funded by the Kresge Foundation, “nudges” students to complete key college tasks, such as completing the FAFSA or connecting with academic advisors. The system also increases students’ access to college-planning help by allowing them to text college counselors. This presentation provides an overview of WV’s model and outline strategies for implementation.
Dr Jacqueline Stevenson MoRKSS presentation 17 Oct 2013 viscabarca
Dr Jacqueline Stevenson MoRKSS presentation 17 Oct 2013 on British Minority Ethnic Attainment in Higher Education. This was at Hallam Union, Sheffield, England. Sheffield Hallam University.
Conflict and the Intergenerational Transmission of Poverty in Northern UgandaBASIS AMA Innovation Lab
A presentation by Kate Bird, Kate Higgins, and Andy McKay from the 2009 BASIS Conference on "Escaping Poverty Traps: Connecting the Chronically Poor to the Economic Growth Agenda."
AACU 2010: Connecting Assessment Data to Understand Underserved Student Learn...Sukhwant Jhaj
In this session, facilitators from Portland State University’s University Studies program will describe the
ways in which they are combining existing assessment methods to identify underserved students, explore
their learning experiences, and inform programs to support student success—all with few additional resources. Specifically, the facilitators will: (a) describe how results from student surveys, university data,
and student portfolio data were combined to create a rich source of information on student learning and the academic experience; (b) share a holistic model of the student experience developed using the
findings; and (c) discuss strategies for sharing the findings that have led to increased collaboration between the general education program and other areas of campus and that have helped inform wider
campus conversations about underserved student success. Participants will discuss the types of assessment data at their institutions that might be combined to create deeper understanding of the student learning experience. They will also consider ways in which assessment findings can be used as leverage to create conversations regarding underserved students and improve their success.
Rowanna L. Carpenter, Assessment Associate and Sukhwant Jhaj, Director, University Studies—both
of Portland State University
EUA focus group hosted by the Open University of Catalonia
Barcelona, 19 January 2018.
By Anna-Lena Claeys-Kulik
Policy Coordinator,
European University Association (EUA)
A photovoice presentation by Olivia Andringa, Sam Larsen and Becca Smith. Uploaded here to host on https://blogs.uw.edu/rmhersh for educational purposes.
Dissertation defense.
The model was really nifty with the original animations. A Flash is available for the TNE Model slide here http://tne.nixhome.com/TNE_Model/TNE_Model.htm
Today’s college students arrive on campus with increasingly diverse backgrounds and experiences. That’s why EVERFI and University of California Santa Cruz teamed up to create Diversity, Equity & Inclusion for Students. Watch this free webinar to learn how to provide your students with tangible strategies for creating a respectful and welcoming campus environment.
Dr Jacqueline Stevenson MoRKSS presentation 17 Oct 2013 viscabarca
Dr Jacqueline Stevenson MoRKSS presentation 17 Oct 2013 on British Minority Ethnic Attainment in Higher Education. This was at Hallam Union, Sheffield, England. Sheffield Hallam University.
Conflict and the Intergenerational Transmission of Poverty in Northern UgandaBASIS AMA Innovation Lab
A presentation by Kate Bird, Kate Higgins, and Andy McKay from the 2009 BASIS Conference on "Escaping Poverty Traps: Connecting the Chronically Poor to the Economic Growth Agenda."
AACU 2010: Connecting Assessment Data to Understand Underserved Student Learn...Sukhwant Jhaj
In this session, facilitators from Portland State University’s University Studies program will describe the
ways in which they are combining existing assessment methods to identify underserved students, explore
their learning experiences, and inform programs to support student success—all with few additional resources. Specifically, the facilitators will: (a) describe how results from student surveys, university data,
and student portfolio data were combined to create a rich source of information on student learning and the academic experience; (b) share a holistic model of the student experience developed using the
findings; and (c) discuss strategies for sharing the findings that have led to increased collaboration between the general education program and other areas of campus and that have helped inform wider
campus conversations about underserved student success. Participants will discuss the types of assessment data at their institutions that might be combined to create deeper understanding of the student learning experience. They will also consider ways in which assessment findings can be used as leverage to create conversations regarding underserved students and improve their success.
Rowanna L. Carpenter, Assessment Associate and Sukhwant Jhaj, Director, University Studies—both
of Portland State University
EUA focus group hosted by the Open University of Catalonia
Barcelona, 19 January 2018.
By Anna-Lena Claeys-Kulik
Policy Coordinator,
European University Association (EUA)
A photovoice presentation by Olivia Andringa, Sam Larsen and Becca Smith. Uploaded here to host on https://blogs.uw.edu/rmhersh for educational purposes.
Dissertation defense.
The model was really nifty with the original animations. A Flash is available for the TNE Model slide here http://tne.nixhome.com/TNE_Model/TNE_Model.htm
Today’s college students arrive on campus with increasingly diverse backgrounds and experiences. That’s why EVERFI and University of California Santa Cruz teamed up to create Diversity, Equity & Inclusion for Students. Watch this free webinar to learn how to provide your students with tangible strategies for creating a respectful and welcoming campus environment.
Conational Communities within Diverse Academic Environments:
Safe Havens or Integration Obstacles? Xuande Wu (The University of Edinburgh),
Kunyang Qu (Independent researcher) and Zhuomiao Guo (City University of Hongkong).
CH 13 The Changing Purposes of American Education.pptVATHVARY
This chapter describes the relationship between the philosophies and theories
of education and the purposes that have prevailed at different times in the
history of American education. We then examine the important changes
in educational goals of recent years that have been promoted by infl uential
policy reports. First, however, the chapter shows how we defi ne educational
purposes in terms of goals and objectives.
School Integration Research: Key FindingsEmilie Linick
I am excited to share a high level overview of the research that Quanic Fullard and I led at Capital Impact Partners, on the integrated or "diverse by design" school model! Based on our interviews with the preeminent thinkers in the field, and based on an extensive literature review, we have outlined the benefits, best practices, implementation considerations, and next steps in supporting the model nationally.
This is a presentation offered by Caryn McTighe Musil, Senior Vice President, of the AAC&U given at the Bonner 2012 High-Impact Institute. This is from June 27, 2012.
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.
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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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.
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?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. Sojourn
• Temporary and voluntary stay in a new
place, voluntarily and relatively short period
of time
• Student and business sojourners are
usually more committed than tourists to
new location, but less involved than
immigrants and refugees
• Must adapt quickly
3. Process & Predictors of Adaptation
• Systematic research only in past 50 years (some
on diplomats/volunteers, but most invlove
students and business people)
• Focuses on ABCs of transition and tries to
establish factors that predict adjustment (social,
individual, etc)
• Best research is longitudinal w/good sample of
host nationals (expensive & difficult)
4. Literature on International Students
• Problems of sojourners
• Psychological reactions of sojourners to
encountering a new cultural environment
• Influence of social interaction and
communication on sojourner adaptation
• Culture learning process of the cross-
cultural sojourn
5. Historical Perspectives
• Foreign policy tool to expand the influence
of the states that established centers of
intellectual excellence
• Moral or missionary purpose to spread the
values of the dominant culture
• Later, more secular goals such as the
spread of democratic values or educational
practices
• The promotion of international harmony
6. International programs
• Assist in the reconstruction and economic
development of countries that had been
adversely affected by the war or whose
educational infrastructure was
rudimentary
• Train scientists, technologists, teachers,
etc. for employment in home countries
7. International programs (cont.)
• Create receptive markets for the
industrialized sponsor countries and
expand their sociopolitical influence
abroad
• Establish positive attitudes toward host
country after returning home to work in
positions of responsibility or government
8. International students and business
people
• Both groups are relatively well-
educated and motivated, yet overseas
students generally originate from less
developed countries and sojourn in the
industrialized world while the opposite
is true of business people.
9. Brain Drain
Demographic and social trends suggested
that the economic-development goals of
international programs were infrequently
realized: A sizeable portion of students
either did not return home, or if they did,
emigrated at the first opportunity, which had
a positive impact on the economies where
graduates settled but failed to raise the
technical expertise of developing countries
10. Problems faced by returning students
• When graduates did return to their homelands,
the sociopolitical systems and under-resourced
developing countries did not support the
technological innovations learned overseas.
• Returning students often tried to introduce
changes that were not sensitive to local customs
and traditions or required a level of infrastructure
that was not readily available.
11. Researchers & overseas students
Researchers began using overseas student
populations for testing theories dealing with the
nature, determinants and outcomes of culture
contact such as culture-distance; acculturation
and/or culture learning process; U-curve, W-curve
and learning-curve adjustment debates; changes
in the self-construal; nature and determinants of
stress & coping responses; determinants of
prejudice and ethnocentrism; remedial action to
reduce group friction.
12. Part of the export industry
• Part of export industry of the countries that used
to pay the students‟ bills (no longer participating
in economic aid or technical reconstruction, nor
targets of political influence)
• Fierce competition among Britain, Canada,
Australia and New Zealand
• Students have become clients/no turning back as
many institutions are dependent on this income
13. Current Research
• Focuses on how to reduce stress and
enhance positive aspects of the sojourn
experience
• How to increase market penetration via
word-of-mouth accounts by satisfied study-
abroad students
• Reflect increasing sophistication of
research strategies and theories,
longitudinal studies
14. Longitudinal Studies
• Try to predict cross-cultural and educational
adaptation by pre-departure variables
• Monitor changes in the levels of
psychological and sociocultural adaptation
over time, generally designed to test the U-
curve hypothesis but have failed to produce
supportive evidence
15. Empirical Research
• Interpersonal and intergroup interactions
• Difficulties faced by international students
• Academic issues in the intercultural
classroom
• Variations in psychological, sociocultural
and academic adaptation
• Re-entry experience
16. Influential Perspectives
• Bochner‟s functional model of friendship
networks (from culture learning theory in
the 70s)
• Stress & Coping focuses on quality and
quantity of interpersonal encounters and
social support
• Social identification concentrates on
intergroup perceptions of foreign students
and their hosts and perceived
discrimination
17. Customer Service & Satisfaction
• Feedback about student problems are
important considerations as abroad
students have become major source of
revenue (ensures adequate services and
assumes a central role in broader cross-
cultural transition and adaptation literature)
• Culture learning addresses the description,
explanation and prediction of difficulties
• Stress & Coping identifies stressors that
impair adaptation
18. Academic Performance
• Significant component of cross-cultural
adaptation, distinguish students from other
types of sojourners
• Research examines the antecedents and
correlates of academic performance
• Developing literature on the intercultural
classroom (definitions and perceptions of
intelligence, student/teacher expectations,
classroom communication
20. Bochner‟s Model of Friendship Networks
• Bonds with fellow compatriots to rehearse,
express and affirm culture-of-origin values
• Links with host-nationals to facilitate the
academic and professional aims of the students
(other students, teachers, counselors, university
bureaucrats and government officials—
relationships more formal than personal)
• Friendships with other non-compatriot foreign
students, largely recreational and supportive
• Reflects culture-learning perspective
21. Despite benefits, host national contact is
least salient of three networks:
• Peer pairing programs are highly effective (students more
likely to prefer local companions)
• Pre-departure contact increases likelihood of sojourner-
host friendships and spending leisure time together
• Culture-learning advantages are great: fewer academic
and social difficulties, increased satisfaction with host
national contact, improved communication competency
and general adaptation to life overseas
• Emotional benefits include greater sojourn satisfaction,
lower levels of stress, fewer psychological adjustment
problem, more positive mood
22. Social Support Hypothesis
• Derives mainly from Stress & Coping literature
• Emphasizes the quality and quantity of support
rather than the actual support network
• Both host and co-nationals can contribute to
satisfaction and the enhancement of
psychological well-being
• Greater support alleviates homesickness and
buffers the relationship between stress &
depression
• Poor social support accounts for a large
proportion of the variance of depressive
symptoms
23. Intergroup perceptions & relations
• Positive results seen in equal status,
voluntary and cooperative interactions (see
Bond‟s 1986 study of auto-, hetero- and
reflected stereotypes in local Chinese and
American students in Hong Kong--pg. 151,
Ward)
“These groups co-exist happily in the same
geographical space… Clearly, it is possible to
have intergroup harmony despite the presence of
broad and clear stereotypes about one‟s ingroup
and relevant out-group:” Bond
24. Intergroup relations (cont.)
• Not all contact studies have produced
positive results (see Sodowsky and Plake‟s
1992 study of foregin students in an
American university—pg 152, Ward).
• In Stroebe et al‟s 1988 study of American
undergraduates in France, student
exchanges led to the sharpening of
negative stereotypes.
25. Negative Perceptions
Perceptions of prejudice and discrimination
are not uncommon and are stronger in
sojourns than immigrants.
• Increase when culture distance is greater
• Produce negative outcomes such as
increased stress, identity conflict and
adjustment problems
26. Problems of International Students
• Insufficient linguistic and cultural skills,
prejudice/discrimination,
homesickness/loneliness
• Pressures associated with the role of „foreign
ambassador‟ in their interactions with hosts
• Conflicts related to personal development in early
adulthood
• Stressors associated with transition to a new
school or university
27. Problems reported by American
undergraduates in Europe:
• Housing
• Money
• Coursework
• Language
Ten most commonly experienced problems of
living and learning abroad as reported by 439
students from the U.S., U.K., France, Germany
and Sweden (see Table 7.2, pg 155, Ward)
28. The Intercultural Classroom
Apart from language deficiency, which is perceived
as the most significant source of academic
problems, other factors that may affect academic
success and satisfaction include:
• Individual differences in learning styles and
academic achievement
• Cultural variable factors such as importance of
intrinsic and extrinsic motivation
• Level of field dependence and independence
• Learning styles (cooperative or competitive)
• Perceptions of intelligence
29. Classroom communication/interaction
• I-C: Individualist students are more likely to want to stand
out in class, ask questions, give answers and engage in
debate (often seen as competitive, rude), whereas
collectivist students are more strongly motivated to fit in
and are less verbal and unwilling to draw attention to
themselves (may be seen as withdrawn/uninterested)
• PD: Collectivism is strongly related to power distance, and
students from high PD cultures are less likely to question
and/or debate, which is seen as an inappropriate
challenge to the teacher (loss of face), more strongly
motivated to show respect and maintain formal
relationships.
30. American vs. Chinese perspective
• Americans regard teachers as facilitators who promote
learner autonomy. The educational system is adaptive
and accommodates the learner who is the center of the
educational process.
• Chinese see the teacher as a transmitter of knowledge, a
role model and the focus of educational practice. If
students are unsuccessful academically, it is largely
perceived as a matter of motivation, effort and ability, not
the fault of the teacher. Emphasis on learning without
questioning, which is often seen as disruptive and
disrespectful.
• (see Pratt‟s 1991 study, pg 158, Ward)
31. Re-entry
• Asian students report being more concerned
about peer & professional contacts than family
relations
• American returnees reported positive changes in
parental relations, but mixed outcomes with
friends (both positive and negative attributed to
overseas experience)
• Returnees present more psychological symptoms
than peers who remained at home
• American returnees report being generally less
satisfied with lives at home than abroad
32. Common re-entry problems
• Communicating with friends
• Dealing with stereotypes
• Uncertainty over cultural identity
• Social withdrawal
• Decreased relationship satisfaction
• Psychological problems associated with re-entry
include physical distress, anxiety, apathy,
loneliness and feelings of loss (Uehara, 1986)
(see pg 164, Ward, Problems of student returnees adapted
from Gaw, 2000)
33. Additional factors affecting re-entry
• Demographic: age may play a role in predicting
successful re-adaptation, especially during critical years
of identity development (9-15 years of age)
• Gender: differences have been reported with women
expressing more life satisfaction after returning than men
• Cultural factors: re-entry into a „tight‟ society has been
reported as more difficult than returning to „loose‟
countries
-returning Japanese students are noticed for looking
physically different, having different interpersonal styles
and behaving with different manners, which may not fit the
requirements for being a „proper Japanese.‟